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ERIC Number: ED026374
Record Type: RIE
Publication Date: 1968
Pages: 16
Abstractor: N/A
Reference Count: 0
The Question: What to Ask?
Fuller, Donald E.
Carefully designed questions for classroom discussions can guide students in making judgments and understanding the processes of logical thought. Effective questioning, however, depends on the teacher's awareness of the forms and classifications of inquiries. Any question is made up of two parts: the process stimulus (which indicates the process the listener must use in making his response, e.g., "describe,""compare") and the content stimulus (which varies with the subject matter). Questions in general may be classified into 11 process stimulus categories, such as "defining questions,""classifying questions," and "if-clause inferring questions." If the basic structure of a question and the taxonomic differences between questions are understood, the teacher can design questions that will help his students attain the goal of a particular lesson. A more important result is that he can make his students aware of the need for integrating rational thought processes into their experiences. (LH)
National Council of Teachers of English, 508 South Sixth Street, Champaign, Ill. 61820 (Stock No. 02455, HC $2.95).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
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Note: In "The Growing Edges of Secondary English: Essays by the Experienced Teacher Fellows at the University of Illinois 1966-67," ed. Charles Suhor and others (Champaign: NCTE, 1968), pp. 51-65.