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TEACHING STRATEGIES CBLM 126 Module 3.4 QUESTION AND ANSWER I. Assessment Instructions (Please select the correct answer by ticking (√) into the box) 1. Asking questions and organizing teaching and learning activities is not a big problem for teachers. True False 2. It is not valid for teachers to check the students’ comprehension by simply asking the question “Do you understand?” True False 3. If the teachers allow only the bright students to answer questions, regardless of how many students have not yet answered, then the weak students will not likely answer in class, and they will feel that: a. The teachers allow the bright students to answer questions, so that the weak students can learn from them b. It’s not their role to respond, it’s mostly the bright students’ role 4. Per Mary Rowe’s research, the teachers should always ask the question, pause for 3 seconds then randomly name the student to answer the questions) True False 5. The teachers should not name the students to answer when asking questions) True False 6. Why should teachers use the 3- second rule to ask questions? a. To give priority to the weak students to answer questions b. To allow volunteer students to answer c. To name the students to answer d. To have all students (or almost students) think about the answers expecting to be called 7. Which of the following statements is not an open-ended question? a. What do you think about this problem? b. Why do girls learn languages better than boys? c. What time did you get up this morning?) d. What do we need to prepare to grow this kind of plant? 8. Which of the following objectives cannot be used for closed questions? a. To spark a discussion or to get comments b. To check the students’ understanding c. To make a decision d. To find information 9. How can we make questioning interesting? a. Give it an aspect of game’s competition b. Make it a part of sharing/ interactions c. Give it an aspect of brainstorming d. All the above are correct 10. Which of the following should be avoided to make a good question a. It can create curiosity to know and to learn b. It promotes critical thinking c. It can assess the learners’ understanding d. It limits an open discussion

TEACHING STRATEGIES CBLM 127 Welcome to Module 3.4. Please watch: https://www.youtube.com/watch?v=kFVcpzSHuDw Part I. How to Use Question and Answer

TEACHING STRATEGIES CBLM 128 Question and answer is another form of interactive teaching which makes use of questions to increase interaction between students and teachers. Questions may come from either side, in order to check on prior learning, establish student engagement, check on understanding/misunderstanding, assess what has not yet been learned and provide learning opportunity for catch up, etc. The discussions below were adapted from: https://granite.pressbooks.pub/teachingdiverselearners/chapter/questioning-2/ The interaction between teacher and learners is the most important feature of the classroom. Questions are crucial in helping learners acquire basic skills or a better understanding to solve problems, or to engage in higher-order thinking such as evaluation. Of course, questions may be asked by students as well as teachers: they are essential tools for both teaching and learning. For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of helping students develop their own ability to raise and formulate questions can also be learned. Students need to learn how to raise good questions too. Research into questioning has given some clear pointers as to what works. These can provide the basis of improving classroom practice. A very common problem identified by the research is that students are frequently not provided with enough ‘wait time’ to consider an answer; another is that teachers tend to ask too many of the same type of questions. (Adapted from Types Of Question, section Intro). https://oer.opendeved.net/wiki/ORBIT The purposes of questioning. Teachers ask questions for a number of reasons, the most common of which are to: • interest, engage and challenge students • check on prior knowledge and understanding • stimulate recall, mobilizing existing knowledge and experience in order to create new understanding and meaning • focus students’ thinking on key concepts and issues • help students to extend their thinking from the concrete and factual to the analytical and evaluative • lead students through a planned sequence which progressively establishes key understandings • promote reasoning, problem solving, evaluation and the formulation of hypotheses • promote students’ thinking about the way they have learned The kind of question asked will depend on the reason for asking it. Questions are often referred to as ‘open’ or ‘closed’. Closed questions, which have one clear answer, are useful to check understanding during explanations and in recap sessions. If you want to check recall, then you are likely to ask a

TEACHING STRATEGIES CBLM 129 fairly closed question, for example ‘What is the name of your Physics teacher?’ or ‘What do we call this type of text?’ On the other hand, if you want to help students develop higher-order thinking skills, you will need to ask more open questions that allow students to give a variety of acceptable responses. During class discussions and debriefings, it is useful to ask open questions, for example ‘Which of these four sources were most useful in helping with this inquiry?’, ‘Given all the conflicting arguments, where would you build the new superstore?’, ‘What do you think might affect the size of the current in this circuit?’ Questioning is sometimes used to bring a student’s attention back to the task in hand, for example ‘What do you think about that, Peter?’ or ‘Do you agree?’ (Adapted from Types Of Question, section Why). Example questions that promote dialogical discourse include things like: • On one hand you’re telling me this, but on the other hand you’re saying something quite different. • I wonder how these two positions could be reconciled? • Can you explain that another way? • Tell us again what you meant by …? • Have you considered looking at it this way What might this or that type of person think about that? These kinds of questions are designed to challenge students’ thinking and encourage them to think about things in different ways. By creating a state of cognitive dissonance in students, they have to reconsider their thinking. Questions that scaffold students thinking might include things like: • Have you considered using different descriptors in your search for the information you need? • Have you thought about using some of this information to help you develop your ideas? • Why don’t you try brainstorming some of the problems and how could you solve them? Both types of questions are used interchangeably to help students clarify their thoughts and think more deeply about issues. Effective questioning. Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for students. Questioning is one of the most extensively researched areas of teaching and learning. This is because of its central importance in the teaching and learning process. The research falls into three broad categories • What is effective questioning? • How do questions engage students and promote responses?

TEACHING STRATEGIES CBLM 130 • How do questions develop students’ cognitive abilities? What is effective questioning? Questioning is effective when it allows students to engage with the learning process by actively composing responses. Studies (Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001) suggest that lessons where questioning is effective are likely to have the following characteristics: Questions are planned and closely linked to the objectives of the lesson. The learning of basic skills is enhanced by frequent questions following the exposition of new content that has been broken down into small steps. Each step should be followed by guided practice that provides opportunities for students to consolidate what they have learned and that allows teachers to check understanding. Closed questions are used to check factual understanding and recall. Open questions predominate. Sequences of questions are planned so that the cognitive level increases as the questions go on. This ensures that students are led to answer questions which demand increasingly higherorder thinking skills but are supported on the way by questions which require less sophisticated thinking skills. Students have opportunities to ask their own questions and seek their own answers. They are encouraged to provide feedback to each other. The classroom climate is one where students feel secure enough to take risks, be tentative and make mistakes. Studies show the importance of using open, higher-level questions to develop students’ higher-order thinking skills. Clearly there needs to be a balance between open and closed questions, depending on the topic and objectives for the lesson. A closed question, such as ‘What is the next number in the sequence?’, can be extended by a follow-up question, such as ‘How did you work that out?’ Studies show that effective teachers use a greater number of higher- order questions and open questions than less effective teachers.

TEACHING STRATEGIES CBLM 131 However, the research also demonstrates that most of the questions asked by both effective and less effective teachers are lower order and closed. It is estimated that 70–80 percent of all learning-focused questions require a simple factual response, whereas only 20–30 percent lead students to explain, clarify, expand, generalize or infer. In other words, only a minority of questions demand that students use higher-order thinking skills. How do questions engage students and promote responses? It doesn’t matter how good and well-structured your questions are if your students do not respond. This can be a problem with shy students or older students who are not used to highly interactive teaching. It can also be a problem with students who are not very interested in school or engaged with learning. The research identifies a number of strategies which are helpful in encouraging student response. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Rowe 1986; Black and Harrison 2001; Black et al. 2002.) Pupil response is enhanced where: • there is a classroom climate in which students feel safe and know they will not be criticized or ridiculed if they give a wrong answer • prompts are provided to give students confidence to try an answer • there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer • ‘wait time’ is provided before an answer is required. The research suggests that 3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996) How do questions develop students’ cognitive abilities? Lower-level questions usually demand factual, descriptive answers that are relatively easy to give. Higher-level questions require more sophisticated thinking from students; they are more complex and more difficult to answer. Higher-level questions are central to students’ cognitive development, and research evidence suggests that students’ levels of achievement can be increased by regular access to higher-order thinking. (See Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001; Black and Harrison 2001.) When you are planning higher-level questions, you will find it useful to use Bloom’s taxonomy of educational objectives (Bloom and Krathwohl 1956) to help structure questions which will require higher-level thinking. Bloom’s taxonomy is a classification of levels of intellectual behavior important in learning. The taxonomy classifies cognitive learning into six levels of complexity and abstraction.

TEACHING STRATEGIES CBLM 132 On this scale, recalling relevant knowledge is the lowest order thinking skill and creating is the highest. Bloom researched thousands of questions routinely asked by teachers and categorized them. His research, and that of others, suggests that most learning- focused questions asked in classrooms fall into the first two categories, with few questions falling into the other categories which relate to higher-order thinking skills. COMMON PITFALLS OF QUESTIONING AND POSSIBLE SOLUTIONS Although questions are the most common form of interaction between teachers and students, it is fair to say that questions are not always well judged or productive for learning. This section identifies some common pitfalls of questioning and suggests some ways to avoid them. Not being clear about why you are asking the question: You will need to reflect on the kind of lesson you are planning. Is it one where you are mainly focusing on facts, rules and sequences of actions? If that is the case, you will be more likely to ask closed questions which relate to knowledge. Or is it a lesson where you are focusing mainly on comprehension, concepts, and abstractions? In that case you will be more likely to use open questions which relate to analysis, synthesis and evaluation. Asking too many closed questions that need only a short answer: It helps if you plan open questions in advance. Another strategy is to establish an optimum length of response by saying something like ‘I don’t want an answer of less than 15 words.’ Asking too many questions at once: Asking about a complex issue can often lead to complex questions. Since these questions are oral rather than written, students may find it difficult to understand what is required and they become confused. When you are dealing with a complex subject, you need to tease out the issues for yourself first

TEACHING STRATEGIES CBLM 133 and focus each question on one idea only. It also helps to use direct, concrete language and as few words as possible. Asking difficult questions without building up to them: This happens when there isn’t a planned sequence of questions of increasing difficulty. Sequencing questions is necessary to help students to move to the higher levels of thinking. Asking superficial questions: It is possible to ask lots of questions but not get to the center of the issue. You can avoid this problem by planning probing questions in advance. They can often be built in as follow-up questions to extend an answer. Asking a question then answering it yourself: What’s the point? This pitfall is often linked to another problem: not giving students time to think before they answer. Build in ‘wait time’ to give students a chance to respond. You could say ‘Think about your answer for 3 seconds, then I will ask.’ You could also provide prompts to help. Asking bogus ‘guess what’s in my head’ questions: Sometimes teachers ask an open question but expect a closed response. If you have a very clear idea of the response you want, it is probably better to tell students by explaining it to them rather than trying to get there through this kind of questioning. Remember, if you ask open questions you must expect to get a range of answers. Acknowledge all responses. This can easily be done by saying ‘thank you’. Focusing on a small number of students and not involving the whole class: One way of avoiding this is to get the whole class to write their answers to closed questions and then show them to you together. Some teachers use small whiteboards for this. Another possibility, which may be more effective for more open questions, is to use the ‘no-hands’ strategy, where you pick the respondent rather than having them volunteer. One advantage of this is that you can ask students questions of appropriate levels of difficulty. This is a good way of differentiating to ensure inclusion. Dealing ineffectively with wrong answers or misconceptions: Teachers sometimes worry that they risk damaging students’ self-esteem by correcting them. There are ways of handling this positively, such as providing prompts and scaffolds to help students correct their mistakes. It is important that you correct errors sensitively or, better still, get other students to correct them. Not treating students’ answers seriously: Sometimes teachers simply ignore answers that are a bit off-beam. They can also fail to see the implications of these answers and miss opportunities to build on them. You could ask students why they have given that answer or if there is anything they would like to add. You could also ask other students to extend the answer. It is important not to cut students off and move on too quickly if they have given a wrong answer.

TEACHING STRATEGIES CBLM 134 Practical tips Be clear about why you are asking the questions. Make sure they will do what you want them to do. Plan sequences of questions that make increasingly challenging cognitive demands on students. Give students time to answer and provide prompts to help them if necessary. Ask conscripts rather than volunteers to answer questions Reflection Look again at the list of pitfalls and think about your own teaching. Which of these traps have you fallen into during recent lessons? How might you have avoided them? Please watch: https://granite.pressbooks.pub/teachingdiverselearners/chapter/questioning-2/ https://granite.pressbooks.pub/teachingdiverselearners/chapter/questioning-2/ https://www.vevox.com/10-interactive-quiz-styles-to-engage-your-audience https://www.mentimeter.com/blog/interactive-classrooms/interactive-quizzes-to-make-theclassroom-fun

TEACHING STRATEGIES CBLM 135 V. SUMMARY o sum up, to assist in the country’s quest to improve delivery of quality instructions in Lao People’s Democratic Republic; this Competency-Based Learning Manual on Teaching Strategies was designed to help Lao teachers teach and learn better. With better learning outcomes comes increased employability and the development of 21st century Lao learners who will be leaders, entrepreneurs and workers. Indeed, this Manual, while directly dedicated to all teachers, was designed to develop both the academic and soft skills of students, to ensure that they will be ready for the workforce. The Manual should be treated as a self-instructional material that can be used as a guidebook for: (i) teacher training for both pre-service and in-service; (ii) training of TTI teacher-trainers; (iii) school principal instructional leadership training; (iv) school-based coaching and mentoring and group learning cells; and, (v) individual learning, and maybe used as reference to guide teaching and learning improvement in TVET and higher education. The Manual is a consolidation of various teaching strategies to attract, feed, entice, inspire and motivate curious and imaginative young and old minds to develop positively critical, creative, innovative and inventive responses to realworld situations. After exploring, studying, and imbibing learnings from the Manual, teachers are expected to be ready to use the various teaching strategies in their classrooms as they see fit. School Principals and College Directors must be ready to support them and adopt to change; and that a Continuing Professional Development Program (CPD) is introduced within the schools, at the district, provincial and national levels. Teachers must be coached and mentored in their quest for change, and change can only happen with strong political will among school and education leaders. New teacher guides for secondary education have been improved and the various teaching strategies were used in scripted instructional delivery per lesson in each book unit. It is a matter of time then that Lao teachers will be able to adopt to the use of new teaching styles in delivering lessons in classrooms. For TTI instructors, teachers teach the way they were taught, so by giving them better learning opportunities at pre-service, the learning landscape will improve a lot when graduated teachers are deployed to various school assignments. T