Pitch your questions at an appropriate level. Convergent questions typically evoke a wide range of responses from students. Apply - application 4. What is the average wait time for teachers? Effective questioning and classroom talk help with progress in learning and higher order thinking, promote imagination, creative thinking, achieve a suitable challenge level and is a key aspect of any primary classroom lesson (Clarke, 2014). increasing nonvolunteers' responses by giving clues and offering prompts 17. Thunk 17. LITERATURE REVIEW Most of the questions were low- level cognitive questions. Divergent thinking involves open questioning that does not seek singular answers. Convergent levels of questioning: encourage exploration of topics 15. In order to be sure that your self-study questions probe deeply enough into the course content to prepare for . In addition, Lewis (2015) found that asking higher level questions presents teachers with more information in . Table 1. Closed questions work well for simple recall, to determine whether students understand a concept or for review. Understanding - Comprehension 3. The basic way to characterize questions is to classify them as either convergent or divergent. Tricks to Remember Them Convergent = Correct designing questions that elicit higher-level thinking such as application, analysis, evaluation and creation, takes time and effort. . Referential 7. 5. When teachers systematically raise their level of questioning, Questioning is most effective as a teaching tool when Evaluation- The process of determining whether an answer is valid, consistent or correct. A lie - the respondent may lie in response to a question. Binary 13. All of the "true" questions were coded as convergent or divergent, and the children's responses to these questions were analyzed. Suggest partnership by inquiring Levels of thinking skills Low level Probing 9. ? 04 05 06 Encourage student responses to converge or focus on a special theme Short, factual answers. While it's possible that more than one cause led to your budget overruns, convergent thinking requires a focused approach to solving your problem, so you'll need to choose the cause you think is most problematic. Convergent questions require students to bring together ideas and knowledge from two or more fields and synthesise them to generate a logical conclusion. Divergent levels of questioning encourage. Diverging (open) questions cannot be answered with simple 'yes' or . This fact sheet focuses on both teacher questioning and student self -questioning. Twenty (10 males and 10 females) elite (athletes who compete at national level) and top-elite (athletes who . Threeyearolds are equally capable of answering divergent and convergent questions. Convergent 4. encourage exploration of topics. Which is a helpful technique during class questioning periods? Seen To determine the effect of levels of questioning used on secondary public school students in social studies, as measured by (a) their achievement scores, and (b) their critical thinking ability; 2. ence between convergent and divergent questioning also addresses the category of questions according to a hierarchy of levels. teacher directed questions are higher level divergent. 3. Why, how, in what ways? ASKING MORE EFFECTIVE QUESTIONS William F. McComas and Linda Abraham Rossier School of Education Introduction From the development of the Socratic method, to the 1860 edition of Barnard's American Journal of Instruction that states, "to question well is to teach well," educators have long known that questioning is a useful way to aid in the transfer of knowledge from instructor to pupil Multiple Choice 12. About Questioning . Thought and analysis begins by using questions which focus on 'how' and 'why' rather than 'what' which tends to encourage a fact-based delivery. Factual/Convergent Closed/Low level 2. 3. Divergent thinking, on the other hand, is when a person thinks creatively, outside the box . These types of questions require sophisticated levels of cognitive and/or emotional (affective) judgment. The questioner may be able to pick up on . Paul and Elder (2000) state that thinking process cannot . For both boys and girls, 88#pc of the questions were convergent and 12#pc divergent. This thinking style was described and developed by psychologist Joy Paul Guilford, who studied human intelligence.According to Guilford, human beings possess two types of thinking . With divergent questions, we're giving students a scenario in which they just don't know enough for one, obviously-right solution. To determine the effect of feedback to student teachers on their patterns of asking convergent and divergent questions, as measured by coding frequencies of each . In contrast, "open-ended" questions calling for divergent thinking (i.e., questions that allow for a variety of possible answers and encourage students to think at a deeper level) are more effective in eliciting student responses than "closed" questions calling for convergent thinking (i.e., questions that require students to narrow-in . They are good at establishing facts and forcing choices, but are not effective at creating a proper relationship (Eunson, 2012). Writing Prompt 1: Convergent thinking is a process whereby a person arrives at a single, correct answer. . These day care children were overwhelmingly asked convergent questions [p #lt.001] by teachers. Questioning as an instructional tool can be traced Evaluate - evaluation Bloom's Taxonomy Levels Bloom's Taxonomy Divergent questions, on the other hand, stimulate student creative or critical thinking, encouraging students to be better observers. 1. Loaded 11. convergent, and divergent. Divergent 5. Convergent questions are those that typically have one correct answer 01 The nature of the question does not demand creativity . Are the teacher's aware of using questioning strategies? 5. When applied to test questions, convergent thinking means there is a preexisting correct answer. These questions utilize verbs such as judge, explain, demonstrate, and support. Educators use convergent questions to draw a single "best" response from learners. Newmann (1993) found that higher-order thinking compels students to . The Gallagher and Ascher's hierarchical taxonomy (1963) describes four levels of questioning, from lowest to highest level: Cognitive-memory thinking uses simple processes like recognition or rote memory to formulate an answer; Convergent thinking requires the students to analyse existing content to formulate an answer. On the other hand, divergent questions oblige students to employ in higher-order thinking process as seen in Table 1. Students are required to find a single, optimal solution to the problem. Fermi 14. Children need to understand and respond to all these levels of questions to function easily . Whenever you are formulating questions, keep in mind the key learning outcomes of your lesson and of the course. Responses to divergent questions may consist of broad interpretations based upon mixed approaches towards solving particular problems. Insure audibility, then refuse to repeat questions or answers 8. Teachers' Questioning Levels by . Affective Questioning. These questions can usually be answered with one or two words. Analyze - Analysis 5. Convergent questions require students to demonstrate understanding of content by interpreting information in a new way. There is a substantive amount of research that supports Dr. Costa's schema. 3. level cognitive questions in order to avoid a slow-paced lesson, keep the attention of the students, and maintain control of the classroom. 7. A closed-ended question (sometimes called a convergent question) is a way to find a specific answer. Convergent levels of questioning. Conversely, students who are given questions based on higher levels of thinking will tend to think more creatively and divergently. To do this we developed these sub-questions: 1. Borich (2011) equates probes as questions which follow questions that are designed to deepen, enrich and extend on an earlier response. The questions move from concrete to abstract. Activity 3 ED 10 Examples of Questions that the Resource Teacher Asked. Phrase the questions clearly and specifically. Typically, the time between asking a question and a student's response is about one second. What is the aim of the teachers for asking questions? A-A+; Memory Questions Signal words: who, what, where, when. Cohen et al. These open-ended questions can guide students as they discover information for themselves, analyze data, make inferences, and identify relationships. Closed 2. To draw conclusions from the findings - and develop implications concerning levels of questioning used by teachers and the use of feedback from college supervisors to student . There were a total of 667 "true" questions asked during. Learning is an active process. 20 Explore the Four Levels of Questioning Another model for creating effective self-study questions divides questions into four levels. The use of probing questions is designed to clarify or reshape a previous response given to an initial question (UN/ESCAP 2008), to elicit a meaningful and thoughtful follow up response, or solicit new information. Display 6. Equally important is helping students use self -questioning to monitor . These may be at several different levels of cognition comprehension, application, analysis, or ones where the answerer makes inferences or conjectures based on personal awareness, or on material read, presented or known. Factual/Convergent Closed/Low level 2. If a student asks a question, don't answer it until you've asked the class GENERAL GUIDELINES 8. Divergent Questions (How To Ask 'Em) Divergent questions are perfect for going beyond mere memorization to true thinking. Whereas, Wragg and Brown (2001:16) classified the types of questions into conceptual, empirical and value questions. Understanding of these questions develop around 4 years of age. Understanding the complexity of questions can help in simplifying language or in appropriately challenging language skills. Questions: Purposes, Functions, Types, Kinds, in Teaching and Learning . . These "levels of questioning" were developed by Blank, Rose and Berlin (1978). Convergent v Divergent. Davis Senior High School Teacher Pages Bruce Cummings Library Assistant Ciardiello's Four Levels of Questions. higher level. Convergent thinking occurs when the solution to a problem can be deduced by applying established rules and logical reasoning. MATERIALS AND METHODS A PICO question was defined, and an electronic search was carried out in the MEDLINE/PubMed and Cochrane Oral Health Group databases. To whom teachers ask their questions? Use these four key principles to guide your convergent thinking: 1. are lower levels of questioning related to knowledge and comprehension. . The first step to Convergent questions typically evoke a wide range of responses from students: false 16. promote student-directed instruction. Hypothetical 15. Convergent Thinking Questions Signal words/short question stems: why, how, in what ways? While these systems provide an excellent breadth of questions to ask and we know that asking multiple types of questions is good pedagogy, educators consistently revert back to asking lower level convergent questions far more than any other type of question. Teachers in classrooms tend to ask most questions at which cognitive level? their learning. Many years ago, an educator named Benjamin Bloom developed a classification system we now refer to as Bloom's Taxonomy to assist teachers in recognizing their various levels of question-asking (among other things). Convergent Production- The process of arriving at a single solution to a problem. 18 Types of Questions Teachers Ask In Lessons to Enhance Your Questioning: 1. Convergent Questions few responses generally desirable to begin with very convergent questions (especially in primary grades) and move toward more divergent ones later on use to emphasize observation, description, recall, comparisons Note overuse of convergent questions Divergent Questions multiple responses The levels move from more surface/factual questions, towards deeper, more analytical questions. If you ask recall-type questions, expect discussions that are less deep in understanding of concepts. Wait time II requires the teacher to. Converging (closed) questions are those which can be answered with one or two words, generally just 'yes' or 'no'. Therefore convergent questions are designed to try and help you find the solution to a problem, or a single response to a question. This type of reasoning involves solving a problem within the context of known information and narrowing down the solution based on logical inference. Use the overhead technique: 1) question, 2) pause, 3) name. REVISIT the Learning Essentials These are the guiding principles in the selection and use of teaching methods: 1. Involves analysis such as grouping objects, describing and understanding object functions. 02 It is about narrowing down, refining or honing in on something 03 Multiple choice question is an example. The more senses that are involved, the more and the better the learning. The result of the study showed that so much time was spent with teachers questioning the students. Convergent Thinking: in this article you will find a practical explanation of Convergent Thinking.After reading, you will understand the basic concepts of this way of thinking which is used for problem solving.. Cognitive levels. Generally, higher level questions do not have one correct answer but encourage students to engage in critical thinking. The context and framing of the question signies the level of thought processing required for appropriate student response (House . Conceptual Questions These questions might be ones that are convergent, divergent, or evaluative in construction ones that . Blank's Levels of Questions - Level 2: Selective Analysis of Perception Questions about details of objects known to student but are not necessarily visible at time of questioning. 4. Emotion has the power to increase retention and learning. Theorists have tried to define the types of responses that people may have to questions, the main and most important ones are: A direct and honest response - this is what the questioner would usually want to achieve from asking their question. Quiz Review 4' Education - Foundations Introductory Courses 1 Free Effective comprehension instruction should include all of the following e. 2 Free From a strategic point of view, a reader's main goal is to __________ 3 Free A successful reader utilizes all but which one of the following strategies? 4 Free Stimulate critical thinking 6. Effective questions are: 3. In which Bloom Taxonomy level teachers ask their questions? Arends (1994) argues that many of the findings concerning the effects of using lower-level-cognitive questions versus higher-level-cognitive questions have been inconclusive. are lower levels of questioning related to knowledge and comprehension. Personalize questions 10. These are characterized by having an unlimited number of responses, the seeking of, and, exchange of opinions and requiring a high level of thinking that will favor a child's cognitive. Level 1 - Recall & Reproduction Level 2 - Working with Skills & Concepts Level 3 - Short-term Strategic Thinking Level 4 - Extended Strategic Thinking Lundy (2008) found that addressing higher level questions is essential to student learning. Examples of questioning techniques that promote critical thinking include convergent, divergent, evaluative, and Socratic-questioning strategies. Tienken, et al., 2010). Complex questions promote complex thinking, argue researchers Degener and Berne (2016). Focal 10. (2004) recommend wait times of three to five seconds for closed questions and up to 15 seconds for open-ended questions. etc, that exist; it has a certain correctness about it. Imagine, suppose, predict, if/then Defend, judge, justify/what do you think? Remembering - knowledge 2. Divergent/Higher - order/ Open-ended/ Conceptual a. evaluation b. inference c. comparison. A non-threatening atmosphere enhances learning. 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