CH03 The Art of Questioning for Real Estate Champions by Tom Hopkins. First of all, number one, gain control. If I’m asking you the right question, I’m getting what I need to know. Don’t forget this: in a conversation, whoever...Full Description
ResourcesSpeaker: Tom Hopkins
CH03 The Art of Questioning for Real Estate Champions by Tom Hopkins. First of all, number one, gain control. If I’m asking you the right question, I’m getting what I need to know. Don’t forget this: in a conversation, whoever is talking is only learning what they already know. When they’re talking you’re learning what you need to know.
- THE ART OF QUESTIONING
- OBJECTIVES: a. List at least six principles of good questioning; b. Define the six level of cognitive thinking according to bloom; c. Write at least three questions (in his/her own discipline) at each of the six levels of questioning under the bloom’s classification system; d. Justify the categorization of each question developed in specific level; e. Create a 10-minute micro lesson during which minimum of five different questions, two of which must be above the comprehension level, will be asked; and f. Using the 10-minute micro lesson, analyze the questions used.
- INTRODUCTION A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are considered as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. This calls for the teachers’ careful planning and crafting of questions, Questions should play a central role in the learning process. Because of this, we need to carefully plan our questions in order to guide the students toward further investigation and a deeper understanding of the concepts being stressed. In other words, we need to teach them how to think critically, logically, and creatively by exposing them to a culture of thinking through our good questioning.
- PURPOSES OF QUESTIONING Specifically, why do teachers ask questions? Here are some of the reason: 1. To interest, engage and challenge the learners; 2. To check on prior knowledge; 3. To stimulate recall and use of existing knowledge and experience in order to create new understanding and meaning; 4. To focus thinking on key concepts and issues; 5. To extend learners’ thinking from the concrete and factual to the analytical and evaluative; 6. To lead learners through a planned sequence which progressively establishes key understandings;
- To promote reasoning, problem solving, evaluation and the formulation on hypotheses; 8. To promote learners’ thinking about the way they have learned; 9. Develop critical thinking skills and inquiring attitudes and reinforce student understanding; 10. Provide feedback and enliven classroom discussion; 11. Nurture insights by exposing new relationships; 12. Assess achievement of instructional goals and objectives; and 13. Stimulate students to pursue knowledge on their own.
- Series of steps that students will follow Revising the response( based on teacher probing or other feedback) Generating an overt response Generating a covert response (i. e, formulating a response one’s mind) Deciphering the meaning of the question ? Attending to the question
- PRINCIPLES OF QUESTIONING 1.Distribute questions so that all, including non-volunteers, are involved. 2.Balance factual and thought-provoking questions. 3.Ask both simple and exacting questions, so that the poorer students may participate and the brighter students may be extended. 4.Encourage lengthy responses and sustained answers. 5.Stimulate critical thinking by asking: “to what extent?” “how?” “under what circumstances?” “why?” “compare (or contrast)..” 6. Use the overhead technique: 1) questions, 2) pause 3) name. 7.Ensure audibility, then refuse to repeat questions or answers (in large classes always repeat questions and answers. 8. If a student asks a question, don’t answer it until you’ve asked the class, “how would you answer that question…? 9.Personalize questions (“pretend you are…what would you do?”) 10.Suggest partnership by inquiring, “how can we….?”
- Levels of questioning BLOOM’S TAXONOMY – COGNITIVE DOMAIN SYNTHESIS/CREATING APPLICATION COMPREHENSION EVALUATION ANALYSIS KNOWLEDGE
- SYNTHESIS: requires the student to find a solution to a problem through the use of original, creative thinking. Examples: * Design a sand table so that you can study different kinds of erosion * offer two proposals to solving the crowding on our school’s halls at lunch. * Propose a plan for getting others in class to be quiet when someone else is talking. 5. EVALUTION: requires the students to make an assessment of good or not so good according to some standards. Examples: * Indicate in what ways this is a beautiful poem. * Appraise the speech’s effective based upon the class criteria.
- ANALYSIS: requires the student to solve a problem through the systematic examination of facts or information. Examples: Study pictures * what features of the land allow cultivation. * which vehicles would most likely be used to travel? * do the above answers tell you what kind of occupation most people living here would you have? Why? 3. APPLICATION: requires the student to solve or explain a problem by applying what he or she has learned to other situations and learning tasks. Examples: * looking at the map, state the possible locations for the cultivation of wheat. * Choose from the array of watercolors and paint a picture of a rock. * How would you get in contact with the person who was supposed to meet you?
- COMPREHENSION: requires the student to think on low level such that the knowledge can be reproduced or communicated without a verbatim repetition. Examples: * what does “singing the blues” imply? * which term does not belong in this sentence? * A lion is to pride as ______ is to flock. * Explain why paul is a developing character in the story. 1.KNOWLEDGE: requires that the student recognize or recall information. Examples: * what is the main idea in_________? * what are the characteristics of________? *how is _________ related to __________?
- TYPES OF QUESTIONING Different types of questions are recognizable based on the intensions of the questions and the nature of the anticipated answers. 1.Factual questions are used to get information from the students and often test rote memory. 2.Clarification questions intend to provide clarity to both students and teachers. Such questions have important clueing effects’ and help students to revisit their earlier statements with alternative perspectives, 3.Broadining or extension questions enlarge the existing theme. explore implications of the response and can be useful in opening up further possibilities such questions can be used to assess additional knowledge of the students,
- Justifying questions probe for assumptions and explore reasons for particular answer. The questions require significant comprehension and reasoning skills on the part of the students. 5. Hypothetical questions are used to explore students’ understanding of complex situations beyond the scope of a particular encounter by creating hypothetical scenarios. Hypothetical questions often come in handy during the latter part of teacher-student interactions when the basic facts and concepts are already established. 6.Questions about questions probe for reason for the question that students teachers. This allows the students to verbalize their reasoning and understanding of the events leading to their own questions.
- Redirect questions address the same question to several question and distribute responsibility. The benefit of such questions include generation of a wider variety of responses and allowing students to evaluate each other’s contributions. This technique shifts the focus from teacher-student interactions to students-students interactions.
- Questioning strategies and techniques Caram and davis (2005), offered the following questioning strategies for successful questioning by the teacher. 1. Create a classroom culture open to dialogue. 2. Use both preplanned and emerging questions. 3. Select an appropriate level of questioning based on the students’ needs. 4. Avoid tricky questions that require only yes or no answer. 5. Phrase questions carefully, concisely, and clearly.
- Address questions to the group or to individuals, randomly. 7. Use sufficient time 8. Respond to answer given by students. 9. Deliberately frame questions to promote students interest. 10. Use questions to identify learning objectives for follow-up self-study.
- Critiquing your questioning techniques Once should be aware of the level and type of questions he/she asks during atypical lesson. He/she should also be able to assess and eventually elevate the level and type of questions he/she uses to engage students for deeper understanding. The following technique will be of help. PROCEDURE: 1.To assess the types of questions asked a video or audio-tape recording of a class needs to be made. 2.As soon as possible after the class is over, which and/or listen to the recording and choose a ten-minute segment for analysis. 3.Write down in its entirely each questions that you ask during this ten-minute segment: i.e., write out every word from the beginning of the question up to the point at which you cease speaking and wait for a response.
- Questioning, Tom Hopkins, Sales