Advanced questioning.
Material type:
TextPublication details: [Sydney, New South Wales] : University of Sydney, 1974.Description: Videocassette (VHS)(ca. 35 min.) : sd., b&w, 1/2 inSubject(s):
| Item type | Current library | Collection | Call number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|
Books
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Matheson Library | AV | 372 SKI (Browse shelf(Opens below)) | 127 | 036699 |
Questions have long been regarded as a key factor in teaching and learning. Despite this recognition, research indicates that most questions asked by teachers require only brief factual answers from puils. Few questions require more advanced thinking processes, stimulate ongoing reflection and inquiry, or attempt to increase pupils' interest in an issue. By varying the level of complexity of questions, a teacher may involve pupils in higher levels of thinking in relation to an issue and more gererally increase their involvement in the class. The most commonly used systems for classifying questions is that developed by Broom and his colleagues. A brief description of each of these categories, together with an example to illustrate its use, is offered in the following series of taped segments.
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