Questioning Techniques: The Key to Deeper Learning in Alternative Education

Questioning Techniques for Alternative Schooling and Education

As an educator or parent, you know that questioning techniques are critical in helping children learn. But not all questions are created equal: some promote higher-order thinking while others simply check for understanding. In this article, we’ll explore different types of questions and how to use them effectively to support alternative schooling and education.

1. Open-Ended Questions
Open-ended questions require more than a one-word answer and encourage students to think critically. They allow students to express their thoughts and ideas freely without being constrained by yes-or-no responses. Examples of open-ended questions could be “What do you think about the main character’s decision in the story?” or “How would you solve this problem differently?”

The key benefit of using open-ended questions is that they encourage creativity, independent thinking, and collaboration among students as they share their perspectives with each other.

2. Closed-Ended Questions
Closed-ended questions limit the possible answers to a set number of options, often leading to just one right answer. These types of questions can be helpful for checking comprehension quickly but don’t necessarily promote higher-order thinking skills.

Examples of closed-ended question include “What year did Columbus discover America?” or “What color is an apple?”

While these may seem like simple examples, there are ways to modify closed-ended question so that it fosters deeper learning such as asking follow-up question such as “why do you think Columbus came here?” Or “what else can apples be used in besides eating?”

3. Probing Questions
Probing questions help dig deeper into student responses by encouraging them to provide more detail or evidence for their statements made during discussions or class activities.

These kinds of inquiries often start with phrases like “Can you explain why…?”, “Could you tell me more about…?”, “Why do you believe…”? etc.

For example if a student says she thinks a particular character acted foolishly then you could ask “why do you think that?” or “what were some of the other options for this character?”

By asking probing questions, teachers can help guide students’ thinking and encourage them to explore multiple perspectives.

4. Leading Questions
Leading questions are designed to guide students towards a particular answer. These types of queries should be used sparingly because they don’t promote independent thought and may lead to confirmation bias or groupthink in collaborative settings.

For example, instead of using leading questions such as “Don’t you think that Mary was right?” try rephrasing it as an open-ended question like, “What is your opinion on Mary’s decision?”

5. Reflective Questions
Reflective questions encourage self-reflection and evaluation by asking students to consider what they have learned or how they feel about their progress in their coursework or assignments.

Examples of reflective inquiries include “What did you learn today?”, “How did your goals change during this activity?”, or “What would you do differently next time?”

By encouraging reflection through questioning techniques, we empower our learners to take ownership of their learning process which will aid them in becoming lifelong learners.

6. Wait Time
When engaging with all these different types of questioning techniques one important aspect for the teacher is wait time after posing a question. Giving students enough time to process and formulate an answer is crucial for deeper learning and encourages more participation from all students even those who need longer processing times.

Conclusion

In conclusion, choosing the right type of questioning technique at the right moment can make a significant difference in promoting deeper thinking skills among alternative school education programmes. Teachers should aim at creating opportunities for both open-ended and closed-ended inquiry while also using probing questions to dig deeper into student responses without leading them towards any particular answer.
Additionally, reflective questions serve well as tools for encouraging self-awareness amongst learners while wait-time ensures everyone has equal opportunity for participation.