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Classroom questioning in English
|Thinking/Learning |Type of Question |
|Knowledge/Comprehension |What happened when…? |
| |What are the main points…? |
| |Why did…? |
|Application |Think of alternative word… |
| |Can you use the word in a different context…? |
| |Can you think of another example that shows…? |
| |Does the same idea apply to…? |
|Analysis |What effect is achieved by…? |
| |Why do you think the author chose to…? |
| |Does this fit in with a pattern…? |
| |Why do you agree/disagree with…? |
| |What is suggested…How…? |
|Thinking/Learning |Type of Question |
|Synthesis |Where else can you see this…? |
| |Create your own version of… |
| |Change the features/audience etc |
|Evaluation |What do you think of…? |
| |Which is the most effective…? |
| |Do you think this works well…? |
| |What are the weakest/strongest aspects of…? |
Some student activities to promote higher order thinking in English
|Thinking |Activity |
|Analysis |Students create own text-based questions |
| |Debate |
| |Mind-map aspects of text/topic |
| |Concept map to explore connections |
|Synthesis |Study of parody and pastiche |
| |Adopting style of author/piece after close analysis |
| |Experiment with genre/audience/features of text types |
|Evaluation |Applying assessment criteria to own and others’ work |
| |Devising ‘reader expectation’ criteria for different text types and applying them |
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Name of file: |Classroom questioning in English | |Author/Originator: |Michele Paule – ReCAP Oxford Brookes | |Date created: |2002 | |Links: |teachertools | |
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