Annotation: Instructional Strategies and Questioning Techniques

Fries-Gaither, J. (2008). Questioning Techniques: Research-Based Strategies for Teachers. Beyond Penguins and Polar Bears. Retrieved November, 3, 2013, from http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachers

This article examines how teachers can more effectively use questioning techniques based on education research. The author reviews the use of lower- and higher-cognitive questions as well as the utility of frequent questioning at different age levels. While these two sections were interesting reminders, I found the most valuable part of this article to be the discussion of wait time, especially in conjunction with lower- and higher-cognitive questioning. By avoiding the common habit of waiting less than a second before asking another question, teachers have the power to increase student achievement and confidence just by considering how much time it should actually take their learner to respond. Teachers can improve their instruction by planning the questions (and types of questions) they ask, anticipating student responses and giving appropriate feedback when students answer correctly or incorrectly. At the bottom of this article, the author has also listed several links to other resources on questioning techniques, as well as two additional video explanations. I thought the formatting of the article was a little messy (poor paragraph divisions), but the content was worth considering.

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