The importance of interactive questioning techniques in the comprehension of algorithm animations

2006 ◽  
Author(s):  
Philippa Rhodes ◽  
Eileen Kraemer ◽  
Bina Reed
Keyword(s):  
Questioning Techniques ◽  
Interactive Questioning

TECHNIQUE OF QUESTIONING CARRIED OUT BY NOVICE TEACHERS

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Wahyuni Sri Wayuni
Keyword(s):  
Key Words ◽  
Novice Teachers ◽  
Teacher Talk ◽  
Teaching Activities ◽  
Low Level ◽  
Questioning Techniques ◽  
Recorded Data ◽  
Component Skill

Abstract: When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of basic questioning and advanced questioning in which a teacher must acquire. The focus of the study is on the basic questioning techniques only. ?é?áThe purposes of this study are aimed at finding: 1) the basic questioning component skill used by the novice teachers in the classroom, 2) the types of question used by the novice teachers in the classroom, and 3) the levels of questioning category used by the novice teachers in the classroom. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the five novices when they conducted lessons in class. The recorded data were transcribed. From the transcriptions, teachers?óÔé¼Ôäó talk were identified and classified into types of questions, levels of questions, and basic questioning components. The findings of the study are: 1) novices used higher number of closed questions; 2) there were more low level questions conducted by novices; 3) the large number of the skill components in their teaching activities were the distributing, pausing and reacting. ?é?á Key Words: Novice Teachers, Technique of Questioning,

Developing Metacognitive Thinking in Young Children: A Case Study

1998 ◽  
Vol 13 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Tom Lowrie
Keyword(s):  
Young Children ◽  
Point Of View ◽  
Folk Tale ◽  
Metacognitive Processes ◽  
Questioning Techniques

This article reports a case study involving a talented Year 1 (aged 6) child who was challenged to “take another person's point of view” when responding to a series of questions based on a well-known folk tale. It is argued that the use of effective questioning techniques allowed the child to develop a variety of metacognitive processes.

scholarly journals Non-verbal victims in the adversarial criminal process: communication, competency, and credibility

2017 ◽  
Vol 68 (4) ◽  
pp. 451-468
Author(s):  
Jonathan Doak ◽  
Lauran Doak
Keyword(s):  
Learning Disabilities ◽  
Augmentative And Alternative Communication ◽  
Oral Tradition ◽  
Policy Reforms ◽  
Alternative Communication ◽  
Support Mechanism ◽  
Track Record ◽  
Questioning Techniques ◽  
Justice Process ◽  
Victims Of Crime

Research consistently shows that persons with learning disabilities are more likely to be victims of crime. For such victims, engaging with the criminal justice system may be fraught with difficulties given the expectation that victims should normally articulate verbally and with fluency both their testimony and their views on issues pertaining to the justice process itself. Grounded in the principle of orality and often likened to a system of gladiatorial combat, adversarial justice systems have a poor track record of hearing the voices of victims of crime who have learning disabilities. However, recent years have witnessed an attitudinal shift towards meeting the needs of victims who require communication support; with legal and policy reforms introduced across multiple jurisdictions designed to enable more effective participation in the justice process. Augmentative and alternative communication could constitute an important support mechanism to enable and empower victims of crime who would struggle to express themselves verbally in the courtroom; yet these alternative forms of voice are alien to the oral tradition and sit uneasily within the priority traditionally afforded to adversarial questioning techniques.

Wearable Technology

2020 ◽  
pp. 332-349
Author(s):  
Esther Ntuli ◽  
Angie Godfrey
Keyword(s):  
Regression Analysis ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Self Assessment ◽  
Mathematics Classrooms ◽  
Questioning Strategies ◽  
Education Experience ◽  
Questioning Techniques ◽  
Mathematical Discussions ◽  
Gathering Data

Teacher questioning is integral to teaching and learning in mathematics classrooms. Research indicates that purposeful questioning in mathematics classrooms engages, motivates, and deepens student understanding and critical thinking during mathematical discussions. This chapter used both qualitative and quantitative approaches to examine the levels of questions and questioning strategies used by elementary teachers while facilitating mathematical tasks. Findings indicate that teachers use more funneling questions than focusing questions while facilitating math tasks. Most teachers hardly arrive at that reflection and justification level of questioning. Teachers found the Pivothead glasses to be effective not only for teacher self-assessment of their questioning techniques but also for gathering data on student thinking. Regression analysis indicates that education, experience, and location are the most important variables influencing the level of questions asked and questioning strategies used by the teachers.

Interactive Whiteboards in the Web 2.0 Classroom

2011 ◽  
pp. 774-793
Author(s):  
David Miller ◽  
Derek Glover
Keyword(s):  
Web 2.0 ◽  
Classroom Practice ◽  
Interactive Whiteboards ◽  
Learning Problems ◽  
Learning Needs ◽  
Teacher Understanding ◽  
Questioning Techniques ◽  
Lesson Development ◽  
Language Classrooms ◽  
The Web

Interactive Whiteboards in the Web 2.0 ClassroomThis chapter summarizes the work underway to chart, critically evaluate, and systematize the introduction of interactive whiteboards (IWB) into modern foreign language classrooms in England. It is suggested that there is a developmental cycle whereby teachers take some time to understand the technology and become competent in its use. They then look to its advantages in presentation and the motivation of students before becoming aware of its pedagogical value and develop a changed classroom practice. This cycle is based upon enhanced teacher understanding of the nature of interactivity and the potential offered by the IWB in meeting a variety of learning needs. The relationship between IWB use and Web 2.0 arises from the potential of both to add impetus for teachers to structure lesson development and enhance activity. It is supported by teacher understanding of questioning techniques, and increasingly, by consideration of the use of gestures at the IWB. While IWBs are not a solution to all learning problems, it is suggested that they offers scope for greater student involvement and understanding in the learning process.

Setting Universal Standards for Non-coercive Interviews and Associated Safeguards

2020 ◽  
pp. 535-550
Author(s):  
Juan E. Méndez ◽  
Andra Nicolescu
Keyword(s):  
Law Enforcement ◽  
Law Enforcement Officers ◽  
Evidence Based ◽  
Presumption Of Innocence ◽  
Investigative Interviewing ◽  
Full Compliance ◽  
Questioning Techniques ◽  
Procedural Safeguards ◽  
Forms Of Violence ◽  
Universal Protocol

This chapter makes the case for the need to develop a universal set of standards (Universal Protocol) for non-coercive investigative interviewing methods and associated legal and procedural safeguards. The purpose of this instrument will be to assist law enforcement officers and other authorities in carrying out their duties effectively, and in full compliance with fundamental human rights obligations. The Universal Protocol will promote an evidence-based, non-coercive model of investigative interviewing that operationalizes the presumption of innocence and ensures that no person under questioning is subjected to torture, ill-treatment, or coercion, including any forms of violence, duress, or threat. The authors elaborate on the legal, ethical, scientific, and practical arguments for the development of the Universal Protocol. Recognizing that all persons—whether suspects, victims, or witnesses—interviewed by authorities during criminal investigations may be confronted with the entire repressive machinery of society, the authors explain why the development of the Universal Protocol is necessary from the perspective of the prohibition of torture and other ill-treatment. They provide an explanation of how the use of coercive questioning techniques leads to false confessions, wasted resources, results in adverse operational consequences for law enforcement, and ultimately gives rise to more crime and insecurity. The chapter then provides an overview of the envisioned scope and substance of the Universal Protocol, which is expected to (1) elaborate on an evidence-, rapport-based, and empirically-founded investigative interviewing model that centers on the pursuit of truth (as opposed to the pursuit of confessions); and (2) enumerate a set of fundamental legal procedural safeguards designed to protect the physical and mental integrity of all persons during questioning. The authors conclude by discussing the international expert-driven process that is underway to develop the Universal Protocol, and reflect on strategic and substantive progress achieved to date. A call for the support of the development, endorsement, and implementation of the Universal Protocol is also issued by the authors.

Questioning Strategies

2019 ◽  
pp. 45-77
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Music Teachers ◽  
Lesson Plan ◽  
Evaluation Systems ◽  
Questioning Strategies ◽  
Music Making ◽  
Questioning Techniques ◽  
Rehearsal Strategies ◽  
Asking Questions ◽  
Skill Building

This chapter examines questioning strategies and the ways music teachers can integrate requirements of evaluation systems to improve student participation, learning, and understanding. These improvements may be achieved while still preserving music making, skill building, and effective rehearsal strategies. First the chapter describes the connection between questioning and teacher evaluation. Then it discusses the importance of asking questions and addresses some concerns music teachers often have about asking questions. The chapter identifies the different types of questions teachers might ask and how to word them, then provides strategies to respond to students’ answers in the “third turn.” It concludes by offering strategies to implement and sequence questioning techniques in a lesson plan, including ways to “layer” questions. Sample lesson plans implementing effective questioning strategies are included in the second half of the chapter.

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