#2 Instruction: 2.1 Using questioning and discussion techniques. Most of the teacher’s questions are of high quality and adequate time is provided for students to respond. This means that the teacher asks questions that are directly related to the learning segment. These questions should be planned and designed to actually help the students understand the topic and reinforce what the students will be learning in a particular lesson. The teacher also needs to allow enough time for the students to answer the questions in a meaningful manner and, more importantly, to make sure all the students understand the answer and can apply it to the learning segment. The teacher may have to call on multiple students to answer the questions and may also have to scaffold the student’s answers.
During my student teaching, I taught a unit on Ultimate Frisbee which included a lesson for a Frisbee game called Frisbee Four Score. After I introduced the game and reviewed the rules, I asked four different students four specific, focused questions about the game. These questions were designed to elicit student understanding of the game and also allowed me to determine if there was any confusion with the key rules to the game.
In previous lessons, I had asked the students more general, basic questions about the learning segment. These general questions were helpful, but I found the more specific, focused questions to be much more effective in helping the students with their learning and understanding of the lesson topic or skill. When used effectively, questioning techniques can be one of the most flexible and adaptive tools in a teacher’s arsenal (Marzano, 2007).
In my future lesson planning, I will continue to use questioning techniques in my learning segments. One change I will make, however, is to include more specific, focused questions about the learning topic or skill in my lessons.
Marzano, Robert J. (2007). The Art and Science of Teaching, Alexandria, Virginia: ACSD.