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ERIC Number: ED355234
Record Type: Non-Journal
Publication Date: 1992
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87367-343-3
ISSN: N/A
Asking the Right Question: The Essence of Teaching. Fastback 343.
Wassermann, Selma
Understanding the potential power of questions to promote thoughtful examination is at the heart of classroom teaching. If classroom discussions are to bear fruit, with students examining issues intelligently, teachers must develop an awareness of and be sensitive to how questions are framed. Good questions follow an interactive rhythm that produces reflection rather than interrogation, building trust in the interactive relationship. This booklet is organized into four parts and addresses the following topics: (1) several categories of unproductive questions that do little or nothing to promote meaningful examination of ideas; (2) questions that may call for students to examine ideas, but the framing of which defeats more productive examination; (3) effective questioning which helps students to think more intelligently about important issues under study; and (4) guidelines for a well orchestrated discussion. In conclusion, it is suggested that the art of questioning is learned more through experience than in any preparatory program. An analysis of individual questioning styles and a tally sheet for self-examination of questioning are appended. (LL)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.