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Myth 1: Questioning is a natural teaching behavior that does not require planning.
He explains that even the most experienced teacher needs to plan questions in order to have thoughtful, meaningful, and effective
discussions.
Myth 2: The more questions the teacher asks, the more students will learn.
Teachers ask too many questions. Ask fewer higher order thinking questions that evoke more discussion.
Myth 3: There are no bad questions.
Questions need to be clear and purposeful—not intimidating or lacking in direction.
Myth 4: Higher-level cognitive questions are more critical than lower-level questions.
For preparation of higher-level questions and recall of information, lower-level questions are appropriate. All level questions
are important, but they need to fit with the objective of what the teacher is doing.
Myth 5: Higher-level cognitive questions elicit higher-level answers.
Don’t count on it. That happens about half of the time. Teachers need to train to students to respond at the higher
level.
Myth 6: Teachers should ask lower-level cognitive questions before progressing to higher-level questions.
Higher-level questions can be asked at the beginning of a unit to spark the students’ interest.
Myth 7: Teachers give students enough time to answer questions.
His data said teachers wait an average of 1 second and waiting at least 3 second will yield better responses. Other information
I gathered recommended 10 seconds (Johnson, 1995).
Myth 8: When questioning students, teachers should call only on volunteering students.
Teachers shouldn’t embarrass students, but all student need to participate. Teachers need to device a method of making
sure all students are given the opportunity to enter a discussion.
Myth 9: Teachers encourage students to ask questions.
Sadly, teachers dominate the talk in the classroom—many talk 75 percent of the time—and don’t encourage
student inquiry.
(Wilen, 2001)
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