Effective Questioning, Whiteboarding, and Socratic Dialogues
Student Performance Objectives:
- The teacher candidate will explain the techniques of effective questioning.
- The teacher candidate will explain the role/beneft that visible thinking
plays in inquiry-oriented practice of teachers.
- The teacher candidate will cite and explain at least three means of making
student thinking visible.
- The teacher candidate will state the six question-based student performances
that are essential parts of inquiry-oriented science lessons.
- The teacher candidate will accurately characterize Socratic dialogue and distinguish this from the following questioning patterns: initiation-response-feedback, funneling, and focusing.
- The teacher candidate will describe recommended procedures for engaging students as active questioners in Socratic dialogues.
- The teacher candidate will, when presented with one of the techniques of
effective questioning, appropriately explain how effective questioning is
demonstrated in this context.
- The teacher candidate will explain the relationship between effective questioning
and inquiry methods.
- The teacher candidate will characterize and identify Bloom's Taxonomy as
a taxonomy of questions.
- The teacher candidate will briefly summarize Rhodes' Typology of questions.
Questioning: Effective Techniques (PPT presentation)
Effective Questioning Techniques (handout)
Bloom's Taxonomy of Educational Objectives
Rhodes' Typology of Questions
Making Student Thinking Visible
Whiteboarding & Socratic Dialogues:
Whiteboarding and Socratic dialogues: Questions and answers. Journal of Physics Teacher Education Online, 3(1), September 2005, pp. 3-10. (Carl J. Wenning)
Engaging students in conducting Socratic dialogues: Suggestions for science teachers. Journal of Physics Teacher Education Online, 4(1), Autumn 2006, pp. 10-13. (Carl J. Wenning with Thomas W. Holbrook and James Stankevitz).
Additional information about whiteboards (commercial web page) whiteboardsUSA.com