Teaching effectively = Questioning effectively: Making meaning and creating connections that generate achievement for all
Burgess, J. (2005). Teaching effectively = Questioning effectively: Making meaning and creating connections that generate achievement for all. 1Brendan Bartlett, Fiona Bryer, Dick Roebuck. 171-186. Brisbane, Australia: Griffith University. Retrieved from https://search.informit.com.au/documentSummary;dn=254451262715144;res=IELHSS
In order to teach well, we must question well. Efficient questioning is crucial in encouraging many of the elements fundamental to the current thinking in pedagogical excellence. Questions can assist learners to make sense of their, and other, worlds. They can empower, motivate and engage students in active, purpose-driven learning. Despite the continued and more recent focus on the importance of deep understanding, teaching intelligent behaviours and higher-order thinking skills (Education Queensland, 2000; NSW Department of Education and Training, 2003), teachers often remain unsure of their knowledge and strategies when it comes to effective questioning skills. Understanding the different types of questions, the different questioning roles that can be adopted and the art of self-questioning are all essential for achievement. This study reviews the literature on questioning around eight major areas: planning questioning, "wait time", different questioning roles and question types, responsibility for encouraging, asking, showing interest and sustaining questioning. The study investigates preservice and in-service teacher and teacher assistant knowledge and understanding of questioning, through the administration of the Quick Questioning Self-Reflection questionnaire, and presents numerous practical examples.
School of Education