By Ted Wragg, George Brown
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Additional resources for Questioning in the Secondary School (Successful Teaching Series (London, England).)
In cognitive psychology, Ausubel (1978) uses the term ‘advance organisers’ to describe the activation and direction of pupils’ learning to what is going to be studied (saying in effect, ‘This is what we are going to do’). The important point is that structure with a well-defined initial focus is an essential tactic of effective questioning. We discuss more fully the use of ‘advance organisers’ in the companion book, Explaining in the Secondary School. Activity 7 Examples of structuring Two attempts at structuring, setting the scene for subsequent questions, are given in Transcripts 6 and 7.
Is there another view? What is the idea behind that? Can you tell me the difference between the two? Examples of probing questions Probing questions may be related to the encouraging/threatening dimension mentioned in Unit 2. If they are asked in an encouraging way, then they are providing a challenge and can even be fun. If asked in a threatening way, they can inhibit thinking and demotivate learning. Probing questions, if used insensitively, can lead to management problems. Intensive teacher questioning of one pupil can lead to pupil disruption, even if the line of questioning is gentle.
In this unit we describe four common types of lessons that can be found in schools. These types are labelled: (1) exposition (2) discussion (3) skill (4) investigative Within each type there are variations and sometimes what begins as one type of lesson may deliberately or unintentionally be transformed or fused seamlessly into another type. What starts off as exposition can transmute into discussion, while an investigation can change to an exposition, especially if it has gone astray or moved too slowly.
Questioning in the Secondary School (Successful Teaching Series (London, England).) by Ted Wragg, George Brown