Deck 8: The Process of Classroom Questioning

Question 1

Which of the following is NOT an appropriate use of questioning?

A)A teacher uses questioning to discipline a student who has not read the homework assignment.
B)A teacher uses questioning to find out how much his or her students know about a topic prior to studying the topic.
C)A teacher asks knowledge and application questions to review for a test in health.
D)A teacher prompts students when they cannot answer the question.

Answer 1

A

Question 2

Questions may be classified as convergent, divergent, evaluative, and reflective.

A) Define each of these types.
B) Give an example of each (in the form of a question).
C) How do these relate to Bloom's taxonomy (knowledge, comprehension, application, analysis, evaluation, synthesis)?

Answer 2

Answers may vary

Question 3

When a student does not correctly answer a question, the teacher should

A)quickly call on another student to avoid embarrassment.
B)determine whether any part of the response is valid or rephrase the question.
C)ignore the student's response and go on.
D)tell the student what is wrong with the answer.

Answer 3

B

Question 4

How does the logic of a question affect its response?

Question 5

Wait time 1involves these steps:

A)ask a question, call on a student, wait a few seconds for a response
B)call on a student, ask a question, wait a few seconds for a response
C)ask a question, wait a few seconds, call on a student
D)wait five seconds between questions for students to make transitions in thinking

Question 6

Divergent levels of questioning encourage

A)multiple student responses.
B)"one-right-answer" responses.
C)thinking at lower knowledge and comprehension levels.
D)teacher-directed discussions.

Question 7

Questioning is most effective as a teaching tool when

A)one questioning strategy is adopted for all teaching situations.
B)students are encouraged to ask their own questions.
C)questioning is random and sporadic.
D)questions are geared toward those students with the highest abilities.

Question 8

Wait time II requires the teacher to

A)ask a question, call on a student, and wait for a full minute for a response.
B)pause after a student responds to a question to allow the student more time to think and respond further.
C)pause after a student responds to a question and then give the correct answer.
D)call on different students if the first student doesn't respond.

Question 9

Teachers in classrooms tend to ask most questions at which cognitive level?

A)knowledge
B)comprehension
C)application
D)evaluation

Question 10

The primary goal of reflective levels of questioning is to

A)gather a wide variety of responses.
B)elicit a common set of responses.
C)obtain student rationale or reasoning.
D)help students generate criteria for making judgments.

Question 11

Convergent levels of questioning

A)promote higher-level thinking, such as analysis and synthesis.
B)encourage exploration of topics.
C)promote student-directed instruction.
D)are lower levels of questioning related to knowledge and comprehension.

Question 12

Concept review involves the process of  reviewing previously taught material prior to testing.

Question 13

How could you use Bloom's taxonomy to stimulate your students to generate reflective questions?

Question 14

One way to develop higher level thinking is to encourage students to interact verbally in class.

Question 15

When teachers systematically raise their level of questioning,

A)students get confused and become frustrated.
B)students tend to respond with higher-level answers.
C)the quantity of questions becomes more important than the quality.
D)questions tend to become haphazard.

Question 16

Convergent questions typically evoke a wide range of responses from students.

Question 17

One benefit of wait time is that there are more lower- level questions.

Question 18

Here are seven techniques for promoting questioning in the classroom. For each one, describe the technique and give an example of how you would use each or write/act out a scenario of a classroom scene and demonstrate how you would use each.

A) Wait time 1 and 2
B) Handling incorrect responses
C) Promoting multiple responses
D) Encouraging nonvolunteers
E) Allowing students to complete their responses
F) Attending to responding students
G) Selecting different respondents

Question 19

Wait time has the following effects:

A)Teachers tend to repeat themselves more.
B)Teachers ask more questions during lessons.
C)Fewer students answer the questions.
D)Students are more involved in lessons.

Question 20

A reflective question helps to develop higher-order thinking.

Question 21

Which is the best way to encourage nonvolunteers to respond during class discussion?

A)Ask the students to repeat the questions.
B)Ask the students very easy questions.
C)Prepare the students the day before with the questions you may ask in class.
D)Give rewards to students who answer questions.

Question 22

Student questioning in the classroom:

A)decreases comprehension and retention.
B)is a distraction and time killer during lessons.
C)is a student strategy to get teacher off track.
D)increases motivation, creativity, and innovation of learners.

Question 23

What would be the best teacher response if a student gave an incorrect response?

A)"That's not right, but good try anyway."
B)"I'm not sure you read the assignment."
C)"Tell us some more … how did you come to that conclusion?"
D)"Interesting … but not what I'm looking for."

Question 24

Which is a helpful technique during class questioning periods?

A)regularly repeating the questions to the class
B)increasing nonvolunteers' responses by giving clues and offering prompts
C)frequently calling on the most verbal, highest achievers in class
D)repeating all the students' correct responses for reinforcement

Question 25

Multiple responses can be encouraged by

A)asking divergent or reflective questions.
B)asking convergent, specific questions.
C)asking one student to correct another's response.
D)asking each student different, relevant questions.