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.

Accepted Answer

Using questioning as a form of discipline, especially in a public or embarrassing manner, is not appropriate. It can create a negative learning environment and may not effectively address the issue at hand. The other options (B, C, D) are constructive uses of questioning in educational settings.

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)?

Accepted Answer

Convergent questions are those that have a single, correct answer and typically require the recall of specific information. Divergent questions, on the other hand, have multiple possible answers and often require creative thinking and problem-solving. Evaluative questions ask for an opinion or judgment based on criteria, while reflective questions prompt individuals to think about their own experiences and perspectives.

B: 
Convergent question example: What is the capital of France?
Divergent question example: How can we reduce plastic waste in our community?
Evaluative question example: Do you think the ending of the book was satisfying? Why or why not?
Reflective question example: How did your upbringing influence your beliefs about success?

C: 
Convergent questions align with Bloom's taxonomy at the knowledge and comprehension levels, as they primarily focus on recalling and understanding information. Divergent questions relate to the application and analysis levels, as they require the application of knowledge and the ability to analyze and synthesize information to generate multiple solutions. Evaluative questions correspond to the evaluation level, as they require making judgments based on criteria. Reflective questions align with the synthesis level, as they prompt individuals to reflect on their experiences and perspectives to create new understandings.

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.

Accepted Answer

B is correct because it encourages a constructive approach to incorrect answers by recognizing any valid parts of the student's response or by rephrasing the question to guide the student towards understanding, promoting a positive learning environment.

Question 4

How does the logic of a question affect its response?

Accepted Answer

The answer of How does the logic of a question...

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

Accepted Answer

Wait time 1 refers to the pause a teacher takes after asking a question and before calling on a student to answer. This gives all students time to think about the question and formulate an answer, rather than the teacher immediately calling on the first student to raise their hand.

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.

Accepted Answer

Divergent levels of questioning encourage multiple student responses by promoting open-ended questions that allow for a variety of answers, fostering critical thinking and discussion among students.

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.

Accepted Answer

Encouraging students to ask their own questions fosters engagement, critical thinking, and a deeper understanding of the material, making it an effective teaching tool.

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.

Accepted Answer

Wait time II refers to the pause a teacher takes after a student has responded to a question, giving them additional time to think more deeply and possibly elaborate on their initial answer. This technique is used to enhance learning by encouraging further reflection and more detailed responses.

Question 9

Teachers in classrooms tend to ask most questions at which cognitive level?
A)knowledge
B)comprehension
C)application
D)evaluation

Accepted Answer

Teachers often ask questions at the knowledge level, focusing on recall of facts, definitions, and basic concepts, which is foundational for higher-level cognitive processes.

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.

Accepted Answer

Reflective levels of questioning aim to delve deeper into students' understanding by asking them to explain their reasoning or rationale behind their answers or opinions. This encourages critical thinking and comprehension.

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.

Accepted Answer

Convergent questions are typically focused on eliciting a specific, correct answer and often relate to lower levels of cognitive skills, such as recalling facts and understanding, which are associated with knowledge and comprehension. These types of questions do not usually promote higher-level thinking like analysis and synthesis, exploration of topics in depth, or student-directed instruction.

Question 12

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

Accepted Answer

The answer of Concept review involves the process of  reviewing...

Question 13

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

Accepted Answer

The answer of How could you use Bloom's taxonomy to...

Question 14

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

Accepted Answer

Encouraging students to interact verbally in class promotes critical thinking, problem-solving, and the ability to articulate thoughts clearly, all of which are components of higher-level thinking.

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.

Accepted Answer

When teachers raise their level of questioning, it encourages students to think more deeply and critically, leading to higher-level responses. This approach promotes a more engaging and intellectually stimulating learning environment.

Question 16

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

Accepted Answer

Convergent questions usually have a single correct answer or a narrow set of correct answers, limiting the range of responses.

Question 17

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

Accepted Answer

Wait time actually encourages more complex thinking and higher-level questions, allowing students time to formulate more thoughtful responses.

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

Accepted Answer

The answer of Here are seven techniques for promoting questioning...

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.

Accepted Answer

Increasing wait time allows students more time to think and process information, leading to greater involvement in lessons.

Question 20

A reflective question helps to develop higher-order thinking.

Accepted Answer

Reflective questions encourage individuals to think deeply about their experiences, beliefs, and actions, promoting critical thinking and self-awareness, which are key components of higher-order thinking.

Quiz 8: The Process of Classroom Questioning

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

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)?

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

How does the logic of a question affect its response?

Wait time 1involves these steps:

Divergent levels of questioning encourage

Questioning is most effective as a teaching tool when

Wait time II requires the teacher to

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

The primary goal of reflective levels of questioning is to

Convergent levels of questioning

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

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

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

When teachers systematically raise their level of questioning,

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

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

Wait time has the following effects:

A reflective question helps to develop higher-order thinking.