ERIC Number: ED222488
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Questioning Skills, for Teachers. What Research Says to the Teacher.
Wilen, William W.
This publication reviews research findings related to the verbal questioning behaviors and practices of teachers. It emphasizes current research related to the impact of questioning practices on student thinking, achievement, and attitudes. This includes questioning techniques and strategies and approaches to analyzing classroom questions. A list of teaching suggestions synthesized from a variety of research studies dealing with questioning is presented: (1) plan key questions to provide lesson structure and direction; (2) phrase questions clearly and specifically; (3) adapt questions to student ability level; (4) ask questions logically and sequentially; (5) ask questions at a variety of levels; (6) follow up student responses; (7) give students time to think; (8) encourage student questions; and (9) use questions that encourage wide student participation. These techniques are discussed and analyzed as they apply to improvement of teachers' questioning practices and the impact on learning outcomes. The final section of the monograph is devoted to methods for improving teachers' questioning practices. (JD)
Descriptors: Academic Achievement, Classroom Communication, Educational Research, Elementary Secondary Education, Learning Processes, Questioning Techniques, Student Attitudes, Student Participation, Student Reaction, Teacher Behavior, Teacher Improvement, Teaching Methods
National Education Assocation Professional Library, P. O. Box 509, West Haven CT 06516 (Stock No. 1058-2-00; $2.00).
Publication Type: Guides - Classroom - Teacher; Information Analyses
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.