Techniques of Questioning from pupil and student | Development of Higher Mental Process from Teachers and Pupils | Elementary Education | aiou solved assignment | Course Code 8623

 

Q. Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.

Course: Elementary Education 
Course Code 8623
Topics
Techniques of Questioning 

• Development of Higher Mental Process from Teachers and Pupils

AIOU Solved Assignment |Semester: Autumn/Spring | B.Ed/Bacherlors in Education /Masters in Education / PHD in Education | BEd / MEd / M Phil Education | ASSIGNMENT Course Code 8623| Course: Elementary Education

Questioning techniques

Asking and answering questions is a key ingredient in the learning process and in effective teaching. Using a variety of questions in the classroom can serve many different purposes — they can be used to:

• Diagnose students’ level of understanding 
• Help students retain material but putting into words otherwise unarticulated thoughts
• Involve and engage students in their learning process, especially critical thinking and reflection
• Test students’ knowledge
• Dispel misconceptions
• Summarize and review key points and highlighting main themes, ideas and skills
• Stimulate creativity
• Modifying students’ perception of the subject
• Encourage students to become self-directed learners

 

How can you encourage students’ responses to your questions?

If students are interested and engaged in the course content, they should be asking a question. As TA’s and CI’s, we should welcome and encourage questions from our students.

 

Hence, it is important to follow certain basic rules around student questions:

• Take questions seriously — 

Treat every inquiry as a genuine attempt at intellectual curiosity, probing and exploration

• Be positive and encouraging —

Promote the idea that every student question is useful, important and appreciated.

• Draw all class members into the conversation —

Whenever you field a question,repeat it to the entire class and answer to the entire class

• Avoid embarrassing students who have asking problematic questions — 

Avoid making the questioner feel foolish especially when a question reveals the individual student’s lack of awareness or knowledge

• Create an atmosphere of inquiry by continuously eliciting questions — 

If you get a question during a break, before or after class, or during your office hours, raise it with the whole class

• Be a good listener — 

Good questioning technique is as much about listening as it is about

 

How can you motivate students to ask questions?

You should encourage your students to create their own questions about course content. 

Ask students to:

• Suggest and submit quiz, mid-term or exam questions
• Get student to quiz each other on the tutorial/lesson/lecture content
• Get students to write down one or two remaining questions at the end of the tutorial. 

 

Avoid the “are there any questions?” Turn these reflective moments into opportunities for students to demonstrate their understanding as a check of their learning:

• “now, i am sure you have some questions?”
• “that was complicated. What did i leave out?”
• “this is a difficult topic with lots of controversial issues. Which area do you think remains controversial?”

How should you respond to students’ questions?

Responding to student questions about content also requires some basic rules:

• Reinforce good questions and answers —

Reinforce participation on a continuous basis and in a variety of direct and indirect ways by praising students for asking or answering a question

• Answer as pointedly and briefly as possible – 

Be straightforward in your answer and avoid providing all information that you know about the topic

• Answer questions immediately – 

Always provide a response to avoid discouraging students; however, you can ask other students to respond or postpone the question (if it is too divergent or complex) until after class

• Relate questions to the course content, even if they are tangential – 

Remind students of how a seemingly unrelated question does pertain to course content as every question if a learning opportunity

• Ask for comments or answers from other students – 

You can redirect a question from one student to the entire class

• Avoid implicit discouragement – 

Especially if a question pertains to a topic already covered or diverges towards a tangential topic

• Be aware of your teaching presence – 

Be mindful of your tone of voice and nonverbal cues (e.g., facial expressions, nodding, gestures, etc.)

• If absolutely necessary, tactfully correct wrong answers – 

Correct the answer, not the student: “i don’t believe that answer is correct” instead of “you are wrong”

• Look beyond the answer, to the thought process – 

Even if incorrect, unpack the student’s answer to identify correct and incorrect steps to dispel misconceptions (adapted from boyle and rothstein, 2008; davis, 1993)

 

How can you manage student responses to your questions?

You can vary your response to a student’s answer in a variety of ways:

• Restate: 

Paraphrase or restate what the student sad to reinforce the key points, ideas or concepts

• Ask for clarification:

“could you be more specific about…”

• Invite the student to elaborate: 

“we would like to hear more about…”

• Expand the student’s contribution: 

“that’s absolutely correct, and follow up on what you said…”

• Acknowledge the student’s contribution but ask for another perspective: 

“you are right about…but what if we look at it from the perspective of…”

• Acknowledge the originality of a student’s ideas: 

“that’s a great way of looking at it. I didn’t think of that.”

• Build on a student’s response: use student’s response as a segue to another topic:

“great analysis of the concept” would the same rules apply in this next case…”

• Don’t be afraid to admit when you don’t know the answer

 

Integrating other subjects into physical education classes

We already teach a subject that most students enjoy using the modality of movement, one of the most proven ways to learn new things. As a result, by integrating other subjects into our daily lessons, physical educators have the best platform to support the development of the above-described child.

 

There are some fairly simple, effective ways to achieve this integration. Below, i outline three methods that i have implemented successfully, along with a list of some other possible suggestions.

Integration strategies form

This form allows teachers to provide you with information about what they are teaching so you can integrate it into your lessons. You can give this form to teachers on a weekly, biweekly, or monthly basis, or based on their planning schedule. For example, some teachers meet each week to plan, so you would leave the form for them to fill out in their planning meetings and return to you in time for you to use when you plan.

 

I suggest asking the teachers to fill out the form electronically using google forms. This automatically collects the information for you in an organized spreadsheet that is easy to decipher. However, you can choose to use a paper version if you like.

The alphabet workout

Now that you have used the strategies form to learn what your fellow teachers are teaching, you can find small ways to fit that subject into your lessons. For example, i use music and visual aids, such as the alphabet workout to assist primary elementary students in learning sounds. This program teaches letter and word sounds through various motor movements. It also incorporates visuals and comes with a workbook. So, it uses different modalities to meet different learners' needs. I use this as a warm-up to a lesson or as a transition between activities.

 

Math tag

In this example, i know, based on my strategies, that the teachers are teaching addition to second graders. To incorporate addition into my class, i would use a chasing and fleeing math-focused tag game during a warm-up or other part of a lesson. In math tag, students pair off and each pair shakes one hand three times. On the third shake, they put out as many fingers on that hand as they want. Both partners add the total number of fingers together. Whoever shouts out the total first flees as the other partner chases.

 

Once the fleeing partner is tagged, the partners repeat the activity several times. To increase the difficulty of the game, you could have partners use both hands or perform multiplication instead of addition. This type of game covers physical educational skills while teaching math.

Other ideas

Some other ideas for integrating subject areas into your physical education class are listed below. Get creative!

• Play games from different countries and highlight important information about the country (social studies).
• Create a map of the school and have students do a scavenger hunt for different plant life (science).
• Have students do an obstacle course based on a story they have to read (reading).
• Work with the music teacher in your school to put on a rhythm and dance show (music).
• Have students complete drawings of a skill learned as an assessment (art).
• Use language that classroom teachers are using so that students hear it in other situations and recognize its importance. For example, ask the students to see how many times in a row they can dribble using skip counting by twos (math).
• Have the students do a nutrition web quest or take an online quiz on subject matter (reading and technology).
• Have students create a cumulative project where they have to inform and persuade other students on a meaningful topic of their choice. (higher level thinking)
• Challenge students to participate in teamwork challenges that involve problem solving (problem solving).

 

In the world for which we are preparing our students, creative problem solving and independent thinking will be required, in addition to having a solid educational foundation. Our call to action is to help our students be ready for the future by integrating other subject material and skills into our classrooms today!

 

Contributor:

Charles silberman, ms, is a physical education teacher from maryland who believes in a holistic approach to education that involves the growth of the whole child. He is passionate about movement and physical activity, and enjoys teaching youth of all ages. 

 

Health education in the curriculum

While health education can be taught as a separate subject it may also be integrated into other subjects such as science, technology, physical education, home economics, and social studies.

 

The advantages of offering health education as a separate subject may be that:

• Pupils are conscious of addressing health knowledge, skills and attitudes in designated health education lessons
• Health education is allotted its own space in the time-table
• Curriculum planning and recording are easier
• Health education resources are more directly applicable.

 

However, an integrated approach has potentially greater benefits for the quality of pupil learning. Integration may be easier in primary schools where the division between separate subjects may not be so strong. 

 

For example, in a science unit on the stream as an ecosystem, pupils could consider the healthiness of the stream as a source of safe water. In physical education, pupils could monitor their heart rates and discuss the benefits of exercise on heart health.

 

The advantages of integrating health education across the curriculum include:

• Making the curriculum contemporary, meaningful and relevant to the pupil
• Providing action-oriented foci to the unit
• A greater depth of learning concepts rather than isolated facts.

 

However, an integrated approach:

• Requires careful planning within and across units and year levels to ensure that health education is comprehensive and coordinated
• Risks the health message being lost.

 

Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.

Q.2 Explain information process model with reference to cognitive development in elementary school.

Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.

Q.4 Explain the concept of physical fitness .Also state the purpose of physical and health education suggest ways to integrate health education into other.

Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.

Part 2

Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.

Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.

Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.

Q. 4  a) Suggest measures to reduce cultural bias in the test? 

b) Elaborate the importance of entrance tests in the universities?

Q. 5  Give the characteristics of normal curve, also discuss its uses in educational assessment?