The development of a method for analysis of questions asked by teachers in classroom discussion
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The development of a method for analysis of questions asked by teachers in classroom discussion

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Published .
Written in English

Subjects:

  • Questioning,
  • Teaching.

Book details:

Edition Notes

Statement[by] Thomas Howard Adams.
The Physical Object
FormatMicroform
Paginationv, 144 leaves.
Number of Pages144
ID Numbers
Open LibraryOL18702749M

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Teachers promote learning in many ways that include lectures, recitation, work on projects, and others. But among instructional practices that teachers employ, discussion is an important, even critical, method. Prominent scholars today advocate discussion-based teachingFile Size: 1MB. Her most recent book, which contains a more extensive discussion of teacher-student interactions that contribute to building students' intelligent habits of mind, is Teaching for Thinking Today: Theory, Strategies, and Activities for the K-8 Classroom (Teachers College Press, ). One of the most nerve-wracking times in an educator’s career is the interview process. You may have taken all the course work and passed your state assessment for licensure, but you know your future career hinges on how you present yourself and answer the interview questions.   Not surprising, many teachers ask upward of questions each and every school day. And approximately 80 percent of all the questions teachers ask tend to be factual, literal, or knowledge-based questions. The result is a classroom in which there is little creative thinking taking place.

Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the. Too often, educators approach curriculum development as a product to be created. Continuous improvement should be about answering questions, rather than checking off goals. Mark Sanborn () wrote, “In the past, leaders were those who knew the right answers. Today, leaders are those who know the right questions.” What questions are guiding the work of [ ]. Keywords: large group discussion, small group discussion, assessing discussion. The Benefits of Discussion. Increasing how much students actively participate in the classroom increases the students’ enjoyment of the class and their retention of factual knowledge. (Costa et. al, ). A study was done on undergraduate medical students. Sullivan () emphasises the importance of using questioning as a method of assessment for learning, stating that ‘Questioning is the key means by which teachers find out what pupils already know, identify gaps in knowledge and understanding and scaffold the development of their understanding to enable them to close the gap between what.

Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to.   The purpose of this paper is to examine teachers’ thinking about classroom discussion. Teachers have multiple conceptions of classroom discussion, but these conceptions often intersect with two purposes for using classroom discussion: (1) discussion as a method of instruction, where the purpose is to help engage students in a lesson, and learn academic content by encouraging verbal. this study is to analyze the classroom teachers‟ questioning strategies. To do this we developed these sub-questions: 1. What is the aim of the teachers for asking questions? 2. To whom teachers ask their questions? 3. In which Bloom Taxonomy level teachers ask their questions? 4. What is the average wait time for teachers? 5. After reading Holes, use these questions to start a discussion with your students about the can also use any of these questions as writing prompts. In what ways is the saying "You can't judge a book by its cover" a good one for this story?