EFFECTIVE QUESTIONING

GROUP 3

CONTENT
Effective 5xWs Tools

Questioning

For Questioning The six Thinking Hats SCAMPER Blooms Taxonomy

EFFECTIVE QUESTIONING
Asking

question

is

natural

and

intuitive.
Asking

questions forms part of any lesson because it invites the student to think, to invite silent agreement or begin the organisation of ideas to present a response.

HOW & WHY DO WE USE QUESTIONS IN THE CLASSROOM?

Maintain the flow of the learning within the lesson Engage students with the learning Assess what has been learned Check that what has been learnt is understood and can be used Test student memory and comprehension

Seek the views and opinions of pupils Provide an opportunity for pupils to share their opinions/views and seek responses from their peers

Encourage creative thought and imaginative or innovative thinking.

Challenge the level of thinking and possibly mark a change to a hingher order of thinking

QUESTIONING APPROACHES

EXAMPLE
Strategy/approach Thinking time Consciously waiting for a pupil or class to think through an answer Eg: 15 30 secs Process Provide time between setting the question and requiring an answer. Sometimes alerting pupils to the approach and the time available to develop an answer Gains & benefits Prompts depth of thought and increases levels of challenge. Ensure all pupils have a view or opinion to share before an answer is sought.

PPPB
A strategy for structuring questioning in the classroom, to ensure thinking time, selection of students to answer and collaborative sharing of ideas and response

PPPB

P P P

POSE

PAUSE

POUNCE

BOUNCE

DEAL
Deal is often used in science to explore: Ideas about what is seen To develop the thinking and analyse these perception Make links with previous learning and convey understanding Develop the ability to apply what has been learnt Make connections with other areas of previous learning

DEAL

D E A

DESCRIBE

Describe what you see, experience and can measure

EXPLAIN

Explain what you know or understand, what you experienced or think happened

ANALYSE

Analyze the information or evidence to draw conclusions or determine what you believe is happened and why.

LINK

Link with previous knowledge or make connections with other phenomenon or outcomes where these connections bring further conclusions or lead to hypothesis.

SATIP
A strategy for beginning to engage with Reading any text. This develops in the reader, further questions in order that they form a sense of meaning of the text, to develop understanding .

SATIP

S A T I P

SENSE

or meaning-what is it about?

AUDIENCE

Or tone- who is it intended for?

TECHNIQUES

What are the techniques that have been used- what is their effect?

INTENTIONS

What was the writers purpose?

PERSONAL OPINIONS

What is your reaction- what do you start to conclude?

CPFM

C P F

CONTENT

Analyze and Describe the content

PROCESS

Analyze and Describe the process

FORM

Analyze and Describe the use of the artistic, formal element or elements that make up that artform.

MOOD/ EMOTION

Analyze and Describe the Mood

BY MARIANI KHAMIS

THE SIX THINKING HATS

BY EDWARD DE BONO
REPRESENT 6 MODES OF THINKING AND ARE DIRECTIONS TO THINK RATHER THAN LABELS OF THINKING. PROMOTES FULLER INPUT FROM MORE PEOPLE IN WHICH EVERYONE IS ABLE TO CONTRIBUTE TO THE EXPLORATION SIMPLE AND EFFECTIVE PARALLEL THINKING PROCESS-TO HELPS PEOPLE BE MORE PRODUCTIVE,FOCUSED AND MINDFULLY INVOLVED.

TYPES OF HAT
THE WHITE HAT Calls for information known or needed. This covers facts, figures, information needs and gaps. THE YELLOW HAT Symbolizes brightness and optimism, benefits, value sensitivity. This is the logical positive. It can be used in looking forward to the results of some proposed action, but also can used to find something of value in what has already happened.

TYPES OF HAT
THE BLACK HAT The black hat is judgement- why something may not work, risk assessment, caution. It is the most useful. Used to point out why a suggestion does not fit the facts and etc. the black hat must always be logical. THE RED HAT Signifies feelings, intuition, hunches and emotiongut feelings. Allows the thinker to put forward and intuition without any need to justify it. This hat gives full permission to a thinker to put forward his/her feelings on the subject at the moment.

TYPES OF HAT
THE GREEN HAT focuses on creativity: the possibilities, alternatives, new ideas, growth, energy and hypothesis. This hat explores what is interesting, provocations and changes. THE HAT(the BLUE hat) is used to manage the thinking process. This is the overview or the process control hat. It looks not at the subject itself but at the thinking about the subject.

FOUR SPECIFIC USES OF SIX THINKING HATS SYSTEM

1.

2.

3. 4.

ITS A CRITICAL MEETING FACILITATION TOOL. ITS AN OUTSTANDING TEAM PRODUCTIVITY COMMUNICATION TOOL ITS A CREATIVITY ENHANCER ITS A CONTROL MECHANISM USED TO MAXIMIZE & ORGANIZE A PERSON THOUGHTS (HELP MAKE DECISIONS AND SOLVE PROBLEMS)

RANGE OF METHODOLOGY
THERE ARE 6 METHAPHORICAL HATS AND THE THINKER CAN PUT ON OR TAKE OFF ONE OF THESE HATS TO INDICATE THE TYPE OF THINKING BEING USED. WHEN DONE IN-GROUP, EVERYBODY WEARS THE SAME HAT AT THE SAME TIME. THE HATS MUST NEVER BE USED TO CATEGORIZED INDIVIDUALS, EVEN THOUGH THEIR BEHAVIOUR MAY SEEM TO INVITE THIS.

RANGE OF METHODOLOGY
THIS PUTTING ON AND TAKING OFF IS ESSENTIAL. HATS CAN BE USED INDIVIDUALLY- AS SYMBOLS TO REQUEST PARTICULAR TYPE OF THINKING. HATS CAN BE USED IN SEQUENCE. ANY HATS CAN BE USED AS OFTEN AS YOU LIKE, THERE IS NO NEED TO USE EVERY HAT;THE SEQUENCE CAN BE MADE UP OF 2,3,4 OR MORE HATS;THERE ARE 2 BROAD TYPES OF SEQUENCE:EVOLVING AND PRESET.

EVOLVING AND PRE-SET

EVOLVING: FACILITATOR CHOOSES FIRST HAT AND WHEN THIS HAT IS COMPLETED, THE NEXT HAT IS CHOSEN AND SO ON(BUT THIS PROCESS NEEDS TO AVOID MANIPULATION AND USERS NEED TO BE VERY EXPERIENCED) PRE-SET SEQUENCES: IS SET UP AT THE BEGINNING OF THE MEETING, UNDER THE INITIAL BLUE HAT.MINOR VARIATIONS CAN BE PERMITTED,DEPENDING ON OUTPUT

USING THE SIX HATS IN THE CLASSROOM

Are used by TEACHERS TO STRUCTURE A SEQUENCE OF QUESTIONS and DISCUSSION BETWEEN SMALL GROUPS OF STUDENTS OR A WHOLE CLASS. Teachers best lead the discussions by wearing the BLUE hat and managing the sequence in wearing of the hats.

SCAMPER
BY BOB EBERLE

TECHNIQUE to extend all pupils thinking and can provide real imaginative opportunities to all pupils to extend their work. this technique uses a set of directed questions which pupils answer in order to come up with new ideas. the stimulus come from answering questions that you (as a teacher) and pupil (as learners) would not usually ask. it helps pupils to ask questions that require them to think out of the box, helping to develop their critical thinking skills.

CONTINUES..
SCAMPER is an acronyms for 7 thinking techniques that help those who use them come up untypical solutions problems. SCAMPER makes a good starter activity for all sort of lessons. Example : Show pupils an object (probably from a school museum collection) and ask them to use the SCAMPER technique to come out with uses for the object.

CONTINUES
a variation of SCAMPER includes 8 technique and therefore called SCAMPERR REMEMBER you dont have to use ALL the steps in SCAMPER. use it to spark off creative development and then let pupils work on their own. If they get stuck, they can return to the SCAMPER framework.

HOW TO USE SCAMPER

S- SABSTITUTE Remove some part of the accepted situation, thing or concept and replace it with something else. C-COMBINE Join, affiliate or force together 2 or more elements of your subject matter and consider ways that such a combination might move you toward a solution. A-ADAPT Change some part of your problem so that it works where it did not before.

HOW TO USE SCAMPER

M-MODIFY Consider many of the attribute of the thing you are working on and change them arbitrarily. If necessary attributes include size, shape, other dimensions, texture, colour , attitude , position, history and so on. P-PURPOSE (Put t other use) Modify the intention of the subject. Think about why it exist, what it is used for, what its supposed to do. Challenge all of these assumptions and suggest new and unusual purposes.

HOW TO USE SCAMPER

E-ELIMINATE Arbitrarily remove any or all elements of your subject, simplify, reduce to core functionality. R-REVERSE Change the direction or orientation. Turn it upsidedown, inside-out, or make it go backwards, against the direction it was intended to go or to be used. R-REARRANGE Similar to reverse, modify the order of operations or any other hierarchy involved

BY MARIANI KHAMIS

The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories that Bloom identified.

KNOWLEDGE
Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

COMPREHENSION
Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

APPLICATION
Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

ANALYSIS
Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

SYNTHESIS
Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

EVALUATION
Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

FOR THE CONCLUSION

THANK YOU
By Mariani Khamis