Teaching techniques

Teaching techniques

Critiquing Questions

Question formation is a basicpart of teaching and learning English.However we often focus on the ability to form the question properly and not as much on the quality of the informationthe question is seeking.Whether teaching English language learners or students who want to be English teachers,teachers need to carefully consider the intent of questions.

If pupils are expected to provide simple factual,a question such as “What kind of pet do you have?will elicit that information.However,if you want your students to discuss their preferences for certain types of pets or the advantages and disadvantages of different pets,then another type of question must be asked to promote discussion question.The purpose of discussion questions should be to quide and stimulate discussion,not just to acquire information.

What makes a good discussion question?A question that results in a Yes\No answer or one that elicits only factual information are open-ended questions that elicit factual information as well as opinions and differing perspectives.

Suppose the class is discussing environmental issues.One may ask the question, “Do you recycle?”The appropriate answer of “Yes” or “No” stimulates no discussion.The questioner could then add the qualifier,”Why” or “Why not?However this type of add-on still may not promote much discussion ,especially with lower level or younger learners.

To address the issue of how to develop effective discussion questions,teacher plans an interactive activity that requires pupils to write questions about a topic they had focused on ;so they choose the themeinterculturalcommunication.After writing discussion questions,pupils critique one another’s questions.

Activity

Because of the interactivity this technique encourages,it would be appropriate for almost any type of class.The first step is to choose a topic that teacher would normally use and present it in whatever way fits the topic should be one that promotes discussion –that is ,a topic on which pupils can express their opinions and perspectives.

Next pupils will be divided into several groups.The ideal group size for this activity is four pupils.The group will have 2 identities;in Part 1 of the activity they will be group 1 ;in Part 2 ,they will be group 2.As group1 pupils will write 3 open-endd discussion questions about the topicthe class has been studying.Once pupils have co,pleted this task,they give the questions to another group (group2).

As group2 pupils pupils orally respond to the questions they received..Teacher tells them not to write their answers,but to read the questions aloud and discuss them as rhey would in a small group discussion.

Then teacher has a full class discussion about the activity.Teacher asks pupils to identify the question they thought was the best and to explain why.

Conclusion

This technique engages pupils in authentic discussion at several levels and uses a variety of language skills and functions..Because of the technique’s simplicity ,it could be used with almost any age and level of student,except very young learners and beginners.To start off ,pupils have to be familiar enough with the topic to be able to develop their questions;that may require them to read about or do research on the topic and to discuss it with classmates.

Writing the questions will provide opportunity for discussion about how to properly phrase them.As pupils answer another group’s questions,they are discussing the topic again.Then teacher asks pupils to analyze,discuss ,and to write about the quality of the questions,they have to use appropriate language to explain the strengths and weaknesses of each queston.

Finally the whole class discussion about the most effective questions and suggestions for improving weaker questions promotes speaking about the topicusing relevant vocabulary;it also engages pupils in the functions of comparing and contrasting the various questions,making suggestions,and perhaps agreeing and disagreeing These are all skills and functions that pstudents at the intermediate kevel and beyond can manage and continue to develop.