How to use classroom questioning and feedback effectively in English KLA

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How to use classroom questioning and feedback
effectively in English KLA
Salesian Yip Hon Millennium Primary School YUNG
Pui-yan, Candy HKTA YYI Chan Lui Chung Tak
Memorial School WOO Sze-wan, Emily School-based
Curriculum Development (Primary) Section FUNG
Ho-kwan Jeanda
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Inspection Annual Reports

• 60 of the teachers in schools which underwent
  ESR have
• adopted questioning as a teaching strategy
• asked graded questions to expand the scope of
• students thinking
• given prompt follow-up to the responses from
  students

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Need improvement in

• the quality of teachers questioning skills
• Some teachers gave answer instantly to the
  questions they asked or tended to look for an
  answer from students that would fit in their
  pre-determined one.
• the quality of teachers feedback
• Some teachers only give students commonplace
  praise, agreement, a no response or the
  correct answers. There is a need for more
  feedback which better promotes students
  self-improvement.

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Our observations in the classroom

• Most teachers use direct questioning, very few
  teacher modeling to provide explicit strategies
  for students.
• Teachers, being highly skilled readers
  themselves, are not aware of the fact that they
  need to make explicit those comprehension
  strategies to their students
• Although teachers spoke of teaching
  comprehension skills, actually what they referred
  to was exercising them.
• Even though teacher/student interactions are
  there, most of them are surface interaction
  characterized by rapid exchange of questions and
  answers.

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1. Rationale - Jerome Bruners four
models of pedagogy 2. Question Design
- Blooms Taxonomy of questions3. Tactics in
questioning and responding - classroom
application
Todays focus
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Jerome Bruners four models of pedagogy Do we
think our children/students .

• as imitative learners?
• as learning from didactic experiences?
• as thinkers?
• as knowledge builders?

THE CULTURE OF EDUCATIONBy Jerome BrunerHarvard
Univ. Press, 1996
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• The first views the student as an imitative
  learner and focuses on passing on skills and
  "know-how" through example and demonstrative
  action.

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• The second views students as learning from
  didactic exposure. It is based on the idea that
  learners should be presented with facts,
  principles, and rules of action which are to be
  learned, remembered, and then applied.

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• The third sees children as thinkers and focuses
  on the development of inter-subjective
  interchange. This model revolves around how the
  child makes sense of his or her world. It
  stresses the value of discussion and
  collaboration.

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• The fourth model views children as knowledgeable
  and stresses the management of "objective"
  knowledge. This perspective holds that teaching
  should help children grasp the distinction
  between personal knowledge, on the one hand, and
  "what is taken to be known" by the culture, on
  the other.

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Bruner stresses that .

• Modern pedagogy is moving increasingly to the
  view that the child should be aware of his or her
  own thought processes (models three and four) and
  that achieving skills and accumulating knowledge
  (models one and two) are not enough.
• "What is needed," Bruner stresses, "is that the
  four perspectives be fused into some congruent
  unity

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• Our belief shapes the way we provide
  instructions

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The purpose of asking questions
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Why do we ask questions?

• Spark further questions
• Direct students thinking in a particular way.
• Gain feedback from students about teaching
• Help students clarify their understanding
• Model questioning and thinking
• Motivate students to inquire

• Focus attention on a topic
• Structure or guide the learning of a task
• Challenge students
• Reinforce learnt materials
• Assess students
• Revision of content
• Control behavior of the class or individuals
• Excite interest or curiosity
• Encourage students to be actively engage in
  learning
• Evaluation purposes
• Help students make connections
• Identify gaps in students learning

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Question design
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Bloom's Taxonomy
Knowledge Comprehension Application Analysis Synth
esis Evaluation
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Tactics in questioning and responding
Classroom application
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• Invite students to elaborate encourages students
  to develop more complex contributions (e.g. Say
  a little more about)
• Echo helps students clarify their own thinking
  and shows they have been listened to (e.g. So
  you think that )
• leave very open for students to guess the answer
  - provide space for students to think
• Make a personal contribution from your own
  experience encourages students to offer
  contributions of their own, and see
  identification and empathy as useful tools (e.g.
  I remember )
• Make a suggestion encourages students to offer
  their own suggestion or build on teachers
  suggestion (e.g. You could try )
• Let students explore a topic / a word with their
  five senses
• Explore the unfamiliar words with students
• (encourage them to guess the meaning)

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Avoid spoon-feeding questions

• Spoon-feeding questions give too much guidance
  and does not require students to develop analytic
  skills. Examples "So we can say that,
  vegetables, grain products are healthy food.
  Isn't that right?" These types of questions tend
  to force a predetermined answer

Written by Drs. Nancy Lorsch and Shirley
Ronkowski, 1982. Instructional Development,
University of California, Santa Barbara.
Reference "Condensed Version of the Taxonomy
of Educational Objectives." In Bloom, Hastings,
and Madaus (eds). Handbook on Formative and
Summative Evaluation of Student Learning . 1971
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A questioning friendly classroom is a place
where
A questioning-friendly classroom is not a place
where
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• Sheer imitation, dictation of steps to be taken,
  mechanical drill, may give results most quickly
  and yet strengthen traits likely to be fatal to
  reflective power. The pupil is enjoined to do
  this .with no knowledge of any reason except
  that by doing so he gets his result most
  speedily his mistakes are pointed out and
  corrected for him he is kept at pure repetition
  of certain acts till they become automatic.
  Later the teachers wonder why pupil reads with so
  little expression, and thinks with so little
  intelligent consideration of the terms of his
  problem. A drill which hardly touches mind at
  all.

How we think John Dewey, 2007
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• Bruner, J. (1996) The Culture of Education.
  Cambridge, Mass. Harvard University Press.
• Bruner, J. (1990) Acts of Meaning. Cambridge, MA
  Harvard University Press.
• Bruner, J. (1960) The Process of Education.
  Cambridge, Mass. Harvard University Press.
• http//www.infed.org/thinkers/bruner.htm
• John Dewey. (2007) How we think. Book Jungle.
• Brown, G., Wragg, E. C. (1993). Questioning.
  London Routledge
• Nancy Lorsch and Shirley Ronkowski. (1982).
  Condensed Version of the Taxonomy of Educational
  Objectives. In Bloom, Hastings, and Madaus (eds).
  Instructional Development, University of
  California, Santa Barbara. Handbook on Formative
  and Summative Evaluation of Student Learning .
  1971

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Thank you