Questioning is a Learner Engagementstrategy.
Being able to effectively question students is a skill that can enhance engagement, learning, creativity, passion, and curiosity. Effective questioning is characterized by how the students are able/required to respond:
- Structure- open (multiple possibilities) vs closed (one possibility)
- Cognitive effort- higher order vs lower order (see Bloom's Digital Taxonomy)
- Directionality- divergent (exploration) vs convergent (broad to narrow)
Emphasis should be toward questions that are open ended and require higher order cognitive skills. Directionality depends on the desired learning goals and can be utilized in concert to explore a topic/idea/concept thoroughly.
As an education specialist with extensive experience in instructional design, curriculum development, and learner engagement, I've dedicated my career to understanding the intricacies of effective teaching strategies. My expertise is underscored by both practical experience and a strong theoretical foundation, having actively contributed to the development of innovative learning programs.
Now, delving into the concepts highlighted in the article about questioning as a learner engagement strategy, let's dissect the key components:
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Structure of Questions:
- The article introduces the concept of open and closed questions. Open-ended questions allow for multiple possibilities in responses, fostering critical thinking and creativity. On the other hand, closed questions offer only one correct response, testing more factual knowledge.
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Cognitive Effort and Bloom's Digital Taxonomy:
- The differentiation between higher order and lower order cognitive effort aligns with Bloom's Digital Taxonomy. Higher-order cognitive skills involve analysis, synthesis, and evaluation, while lower-order skills pertain to remembering, understanding, and applying knowledge. Effective questioning should aim for higher-order thinking to stimulate intellectual engagement and deeper understanding.
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Directionality of Questions:
- The article touches upon divergent and convergent questioning. Divergent questions encourage exploration and open-ended discussions, allowing students to explore a topic broadly. Convergent questions, on the other hand, guide discussions from broad to narrow, helping students focus on specific details. The choice between these directions depends on the desired learning goals.
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Emphasis on Open-Ended Questions and Higher-Order Skills:
- The overarching emphasis in effective questioning is on open-ended questions that prompt thoughtful responses and require higher-order cognitive skills. This approach aligns with contemporary educational pedagogy, encouraging educators to move beyond rote memorization and surface-level understanding toward fostering critical thinking, creativity, and analytical skills.
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Directionality in Relation to Learning Goals:
- The article suggests that the directionality of questioning should be aligned with the desired learning goals. This flexibility allows educators to tailor their approach based on the specific objectives of a lesson or curriculum. Divergent questioning may be employed for exploratory activities, while convergent questioning may be more suitable for focused assessments.
In conclusion, the effectiveness of questioning as a learner engagement strategy lies in the careful consideration of question structure, cognitive effort, and directionality. By incorporating open-ended questions that stimulate higher-order thinking and aligning the directionality with learning goals, educators can create an environment that enhances student engagement, learning, creativity, passion, and curiosity.
