Module 9 proved quite interesting focusing its attention on questioning as a teaching strategy. The activity demanded of me to examine the types of questions I asks and the reasons for which the are asked. Some of these reasons: include to find out if students; to test memory; to challenge and to encourage the sharing of ideas and so on and so forth.
The success of questioning as a strategy is dependent on the level of preparation of the teacher. Questions need to be prepared as part of the lesson planning process. Not only should they be prepared in advance, they should also be varied (convergent and divergent) and spread across the various levels of Bloom's taxonomy. Good questions by themselves are not enough to guarantee the success of questioning strategy or technique. A teacher must also know where and when to ask these questions. This should also form part of the planning process. Additionally, as one must cognizant of the fact that students need not be rushed into formulating answers to questions, hence the need for sufficient response time.
It is also important to that students be taught how to construct good questions. This is absolutely important as questioning promotes the learning and thinking process. If our students are to become self-directed, life long learners they must master the art of asking good questions and making sound decisions.
No comments:
Post a Comment