Como você pode usar as perguntas para melhorar o aprendizado e o raciocínio?

Surely it is quite the challenge to get students to ask questions, before asking the right questions. Curiosity is something that can be done through story telling. If the conversation is developed like a story, based on the background of the audience. Then they do get interested and eventually get to the right questions. I think the Socratic method is the best in this regard.

Role of a teacher is making the student to ask the right questions. To ask the right questions one has to listen carefully. When listening skills are developed, one becomes calm and composed. All these qualities put together, a new leader emerges!

Asking questions is an essential tool for various reasons. Asking questions is a form of communication. Communicating with your students creates a learning environment where the student is a part of the lesson and can share their perspectives on the topic. Asking questions is a quick reference for understanding and a way to clarify misconceptions without saying the response is incorrect. As an educator, you can also assess yourself. Perhaps the way the teacher asks the question can be confusing for the student as well. Just because the teacher may know what he or she is asking does not necessarily mean it is relayed on the level of understanding for the student.

In my experience, encouraging students to ask questions and to consider what questions they may be asked by others helps them think critically about their learning and build their communication skills.

Asking questions not only keeps a learner engaged in the lesson but it also greatly assists the auditory learners to have points of reference by which to recall knowledge they have been taught. This goes on to play back in their minds later when they study, write an assignment or test or when asked a similar question. Verbalising information not only activates the acquiring of information but it also introduces pronunciation, tone, mood, contextual sentence construction and even spelling can be vocalised (e.g. a spelling bee). Written questions are just as important however verbalising hold a unique advantages and ability to dispel misunderstanding at times.

I make sure that my students know that it’s not only okay to be wrong in class: it’s wonderful and brave. Only by exploring the boundaries of our knowledge can we acquire more. How can we possibly clarify our thoughts without that?

Wait time is incredibly important when asking questions to allow students the time they need to process the information, formulate a response, and communicate it. Speed of answering questions does not equate to understanding and building wait time into your questioning encourages students to think through their responses and to take a risk in answering them.

I think the way a question is ask depends not only the alignment as is relates to the learning objectives, it also depends on the individual learner whom you are asking. Yes, prompting, cues, hints, etc. are all good but even with that you must consider the level of learner to whom you are directing the question to. Sometimes a question may require a yes or no answer but if you really want to engage students, questions should be ask in way that still provides a yes or no but allows the student to elaborate on the question. Sometimes this helps them assess their own response and makes them think more in-depth before responding.

I do not subscribe to a particular 'formula', process or structure in asking questions. In fact, if this can be done in such a straight forward approach, I would certainly question the effectiveness and depth of the questions being asked. Very much along the principle of the Serve and Return concept, effective questioning would entail a to and fro communication that allows learners to constructively build their thoughts through a suite of prompts that effectively shape their thinking and hence questions.

I am very pleased when my students ask a clarifying question or challenge what I’ve just said with a counterexample, and compliment them for thinking “sideways”.

I prefer having them ask questions about a phenomenon. I normally present the product or set up a situation that will indulge them predict the outcome. This engages them and challenges them investigate cause and effect situation. Sometimes they can share something similar that they witness in the real world and see the significance for understanding. If they can relate and see the purpose, they are more engaged.

I prefer having them ask questions about a phenomenon. I normally present the product or set up a situation that will indulge them predict the outcome. This engages them and challenges them investigate cause and effect situation. Sometimes they can share something similar that they witness in the real world and see the significance for understanding. If they can relate and see the purpose, they are more engaged.

I often design questions to not only align with learning objectives but also spark a healthy and open discussion amongst students in small groups. I use questions with an intention that students can dive deeper into the topic and bring in their own perspectives and experiences.

I like to ask questions so the students can probe and discuss deeply , contest and question what was taught and discuss logically. This way they begin to own up the topic and engage actively rather than be passive recipients. It’s like encouraging a flipped classroom.

I’m an artist. Reflecting on a series of questions ( given me by a mentor) helps me to clarify the direction of my work, when I may sense shifts and better respond, giving me more awareness into some things I may be doing intuitively. I also use questions to critic my own work. Using it to help me slow down before moving too quickly with a work.

I’m an artist. Reflecting on a series of questions ( given me by a mentor) helps me to clarify the direction of my work, when I may sense shifts and better respond, giving me more awareness into some things I may be doing intuitively. I also use questions to critic my own work. Using it to help me slow down before moving too quickly with a work.