Talk:Effective Questioning in the Classroom

Revision as of 16:32, 5 May 2008 by Jz833665 (talk | contribs) (Comments from Jianwei -- Jianwei Zhang 09:18, 25 April 2008 (EDT))
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Comments from Jianwei -- Jianwei Zhang 09:18, 25 April 2008 (EDT)

Hi Abi,

Nice work!

One suggestion: The front page of your course is a bit too long, with contents of the units integrated in the same page. I think it would be better if you make your font page only an introduction and index page, and create a page for each unit.

As well, you should try to add more examples for the points you want to get across. You can also think about some activities, for example, provide the learners a list of questions and ask them to classify them in term of low- vs. high-order questions, etc.

Re: Comments from Jianwei -- Jz833665 16:32, 5 May 2008 (EDT)

I like your new changes that have created a much nicer flow through the learning activities. Two comments:

1) The important implications of questioning research are not only about how frequent and what kinds of questions are asked in classroom, but also how the questions are embedded in the overall discourse structure. You may take a look at the following page particularly IRE: https://wiki.albany.edu/display/etap623/Unit+One+-+Introduction+and+Classroom+discourse

2) I'd like to see some examples provided for the different purposes of questioning, their demands on students, and higher- vs lower-order questions.