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Traditional Teaching Strategies

The document discusses traditional teaching strategies, questioning, and effective questioning strategies. It describes different types of questions including lower cognitive questions (fact-based, closed, direct, recall), higher cognitive questions (open-ended, interpretive, evaluative, inquiry) and inferential and synthesis questions. Guidelines for effective questioning strategies include preparing students, using a variety of planned and emerging questions, maintaining a positive atmosphere and selecting both volunteers and non-volunteers to answer. The question-answer method is described as helpful for developing student expression and checking preparation, but also time-consuming and intimidating for some students.

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Loi Ocampo Crespo
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669 views1 page

Traditional Teaching Strategies

The document discusses traditional teaching strategies, questioning, and effective questioning strategies. It describes different types of questions including lower cognitive questions (fact-based, closed, direct, recall), higher cognitive questions (open-ended, interpretive, evaluative, inquiry) and inferential and synthesis questions. Guidelines for effective questioning strategies include preparing students, using a variety of planned and emerging questions, maintaining a positive atmosphere and selecting both volunteers and non-volunteers to answer. The question-answer method is described as helpful for developing student expression and checking preparation, but also time-consuming and intimidating for some students.

Uploaded by

Loi Ocampo Crespo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TRADITIONAL TEACHING STRATEGIES

5. Inferential - An inferential question is an


indirect form of asking that requires an individual
to read in between the line so as to understand.
Synthesis questions - ask you to take two
kinds of information and put them together

OUESTIONING
WHY ASK QUESTIONS?

6.

Teachers ask questions for a variety of


purposes, including:

EFFECTIVE QUESTIONING STRATEGIES

To actively involve students in the


lesson
To increase motivation or interest
To evaluate students preparation
To check on completion of work
To develop critical thinking skills
To review previous lessons
To nurture insights
To assess achievement or mastery of
goals and objectives
To stimulate independent learning

TYPES OF QUESTIONS
Blooms Taxonomy includes six categories:
o
o
o
o
o
o

Knowledge recall data or information


Comprehension understand meaning
Application use a concept in a new
situation
Analysis separate concepts into parts;
distinguish between facts and
inferences
Synthesis combine parts to form new
meaning
Evaluation make judgments about the
value of ideas or products

Lower cognitive questions


1.

2.

Fact - is a question which must be answered by


reference to facts and evidence, and inferences
arising from those facts.
Closed - is a question format that limits
respondents with a list of answer choices from
which they must choose to answer the question
Direct - are generally used to elicit information

3.
4. Recall - allow the questioner to check their
understanding usually by going back to
something mentioned earlier.

5. knowledge questions Higher cognitive questions


1.

Open-ended - those which require more


thought and more than a simple one-word
answer.

2. Interpretive - An interpretive question does


not have just one correct answer.

3. Evaluative those which deal with matters of


4.

judgement, value, and choice. They are


characterized by their judgemental quality
Inquiry - it requires finding and use a variety of
sources of information and ideas more of them
than simply answering questions or getting a right
answer.

Prepare your students for extensive


questioning.
Use both pre-planned and emerging
questions
Use a wide variety of questions
Avoid the use of rhetorical questions.
State questions with precision
Pose whole-group questions unless
seeking clarification.
Use appropriate wait time
Select both volunteers and nonvolunteers to answer questions.
Maintain a positive class atmosphere
Respond to answers provided by
students
Throw back student questions
Interrelate previous comments.
Restate discussion goal periodically
Take your time
Equitably select students

Advantages of Question-Answer Method


(i) It can be used in all teaching situations.
(ii) It helps in developing the power of
expression of the students.
(iii) It is helpful to ascertain the personal
difficulties of the students.
(iv) It provides a check on preparation of
assignments.
(v) It can be used to reflect student's
background and attitude.
(vi) It is quite handy to the teacher when no
other suitable teaching method is available.
Disadvantages
(i) It requires a lot of skill on the part of
teacher to make a proper use of this
method.
(ii) It may sometime mar the atmosphere of
the class.
(iii) This method generally is quite
embracing for timid students.
(iv) It is time consuming
Prepared by: Richelle Romero

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