Effective Questioning, Whiteboarding, and Socratic Dialogues

Student Performance Objectives:

• The teacher candidate will explain the techniques of effective questioning.
• The teacher candidate will explain the role/beneft that visible thinking plays in inquiry-oriented practice of teachers.
• The teacher candidate will cite and explain at least three means of making student thinking visible.
• The teacher candidate will state the six question-based student performances that are essential parts of inquiry-oriented science lessons.
• The teacher candidate will accurately characterize Socratic dialogue and distinguish this from the following questioning patterns: initiation-response-feedback, funneling, and focusing.
• The teacher candidate will describe recommended procedures for engaging students as active questioners in Socratic dialogues.
• The teacher candidate will, when presented with one of the techniques of effective questioning, appropriately explain how effective questioning is demonstrated in this context.
• The teacher candidate will explain the relationship between effective questioning and inquiry methods.
• The teacher candidate will characterize and identify Bloom's Taxonomy as a taxonomy of questions.
• The teacher candidate will briefly summarize Rhodes' Typology of questions.

Questioning:

Questioning: Effective Techniques (PPT presentation)

Effective Questioning Techniques (handout)

Bloom's Taxonomy of Educational Objectives

Rhodes' Typology of Questions

Making Student Thinking Visible

Whiteboarding & Socratic Dialogues:

Whiteboarding and Socratic dialogues: Questions and answers. Journal of Physics Teacher Education Online, 3(1), September 2005, pp. 3-10. (Carl J. Wenning)

Engaging students in conducting Socratic dialogues: Suggestions for science teachers. Journal of Physics Teacher Education Online, 4(1), Autumn 2006, pp. 10-13. (Carl J. Wenning with Thomas W. Holbrook and James Stankevitz).

Additional information about whiteboards (commercial web page) whiteboardsUSA.com