A 4 Skills Teacher Resource Booklet - EFL Classroom 2.0

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Techniques of Effective Questioning1. Establish an appropriate environment. Only certain questions shouldbe posed in front of students; “bedside” (beginning) questions shouldfocus principally on knowledge and recall and to a lesser extent oncomprehension.2. Create a climate conducive to learning. A happy facial expression, nod,or verbal acknowledgement of a correct response encourages otherstudents to participate in the discussion. Pose questions in a nonthreateningway and receive answers in a supportive fashion. A harshtone, especially when used to interrupt a response from the student, canbe devastating for both the student and his or her peers.3. Prepare the students for the questioning session and discussion.Explain to students the format, expectations, and how this knowledge willhelp them.4. Use both pre-planned and emerging questions. Pre-planned questionsare those incorporated into the teaching plan that are asked during theteaching session to introduce new concepts, focus the discussion oncertain items, steer the discussion in specific directions, or identify studentknowledge / level on the topic. Emerging questions derive from thediscussion itself and the specific answers given to previous questions.Think quickly and act decisively to phrase these questions accurately andpose them at appropriate times in the discussion.5. Use an appropriate variety and mix of questions. One good strategy isto start with convergent questions and then continue with divergentquestions, perhaps asking questions in hierarchical sequence and buildingfrom the recall of facts to higher levels of thinking and problem-solving. If aquestion requiring a higher level thinking skill blocks the student, go downto a question requiring lower-level thinking skills and then work up thehierarchy.6. Avoid trick questions and those that require only a YES or NOresponse. Trick questions should be avoided, as they frustrate studentsand tend to encourage frivolous responses. YES or NO questionsencourage students to respond without fully understanding or thinkingthrough the issue. When used, such questions should be followed by otherquestions to determine the thinking process of the student.7. Phrase the questions carefully, concisely, and clearly. Improperphrasing and the use of multiple questions related to the same topic mayresult in unintentional cueing (guessing) and inability to accurately assess
8. Address questions to the group, versus the individual. Pose thequestion to the entire group and wait before identifying a student torespond. The wait time encourages all students to think about theresponse, as they do not know who is going to be called upon to answerthe question. Select students at random to answer questions, as it tendsto keep everyone attentive and involved.9. Select both volunteers and non-volunteers to answer questions.10. Adapt questions to the needs of the learners. Assess the students’needs and tailor questions to maximize the number of correct answerswhile moving toward more and more difficult questions. Remember, notwo groups of students will be alike or at the same level.11. Use sufficient wait time. The teacher can significantly enhance theanalytic and problem-solving skills of students by allowing sufficient waittimes before responding, both after posing a question and after theanswer is given. This allows everyone to think about not only the questionbut also the response provided by the student. Three to five seconds inmost cases; longer in some, maybe up to 10 seconds for higher-orderquestions.12. Respond to answers given by students. Listen carefully to the answersgiven by students; do not interrupt students while they are responding toquestions unless they are straying far off course, are totally unfocused, orare being disruptive. Acknowledge correct answers and provide positivereinforcement. Do not use sarcasm, reprimands, accusations, andpersonal attacks. Repeat answers only when the other students have notheard the answers; other repeats waste time. Keep questioning until thelearning objectives for the session have been achieved; this may be thebest opportunity to teach a particular concept. Handle incomplete answersby reinforcing what is correct and then asking probing questions.13. Use questions to identify learning objectives for follow-up self-study.Pose questions towards the end of the teaching session to identify specificareas for additional learning opportunities that students can pursue ontheir own time.Adapted from: The office of curriculum development, University of Alberta http://www.uab.edu/uasomume/cdm/
Page 5: Recalling -Who, what, when, where,
Page 9 and 10: Questions give students confidence
Page 11 and 12: Activity 5:Class walkarounds - surv
Page 13 and 14: Let’s get PersonalDo you believe
Page 16 and 17: ----?We make 2 kinds of basic quest
Page 18 and 19: B) CategoriesThe teacher will give
Page 20: B ) Listen and re-enact the dialogu
Page 23 and 24: Student B4AListen to this story and
Page 25 and 26: 5. EI FEEL LIKE A NUMBER: A1. My te
Page 27 and 28: WEBSITES FOR LISTENING PRACTICE / M
Page 29 and 30: WRITING ACTIVITIES“Writing is a w
Page 32 and 33: daily journal. Ex. The best part wa
Page 34 and 35: 3. BookmakingProvide students with
Page 36 and 37: 2. Prompts / Sentence StartersStude
Page 38 and 39: language and how words end/begin. T
Page 40 and 41: This is an excellent way to get stu
Page 42 and 43: RECOMMENDED BOOKS 4 TEACHERSI highl
Page 44 and 45: The Differences Between Extensive a
Page 46 and 47: B) Reading3. Post Reading1Multiple
Page 48 and 49: 4Fill in the blanks to retell5Writi
Page 50 and 51: APPENDIX A.Reading Attitude Survey:
Page 52 and 53: Appendix B.READINGRESPONSE QUESTION
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USING FLASHCARDSTO TEACH LANGUAGESW
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2. GRAMMARThese games use some targ
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story. And so on until the last car
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2) http://englishcentral.com/teache
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Recommended Websites for Teaching E
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Lessons In A CanWe have 100s of les
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46BINGO GAME LESSON PLAN [ speaking
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91NFB SHORT VIDEOS [ video, descrip
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A 4 Skills Teacher Resource Booklet - EFL Classroom 2.0

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