ERIC Number: ED205556
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
To Question and Not to Question During Discussion.
Dillon, J. T.
Contrary to widespread pedagogical belief and practice, the teacher's use of questions probably does not facilitate discussion and may actively foil it. This arguement proceeds along a series of contrasts between the functions and effects of questions on the one hand and the processes and purposes of discussion on the other. The result is a series of recommendations for practice, generally the reverse of classroom questioning: to use questions as they are not typically used and not to use questions as they are typically used. The first recommendation is to ask questions sparingly, and only when perplexed. The second is not to use questions in ten specified ways at the juncture where a student has finished speaking. The third is to use seven alternatives to questioning. Practiced together, the techniques promise to achieve those ends of discussion for which questions are mistakenly and often fruitlessly put. (Author)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Question Answer Reciprocity
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).