Open Ended Questions

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The video “Closed or Open: That is the Question” (2011) focuses on an economics lesson in Chris Korinek’s middle school classroom and features a dialogue between the teacher and instructional expert Jim Knight regarding questioning techniques in the classroom. The two discuss the differences between closed-ended and open-ended questions, noting that the former generally has explicitly right and wrong answers which can be useful when checking whether or not the students are able to recall information from the material. The latter, however, is highly beneficial in supporting student expression and enhancing their skills in communication; open-ended questions do not have set correct answers for students to answer with, engaging their thoughts …show more content…

Knight expands upon the topic in High impact instruction: A framework for great teaching (2013), noting a final, less commonly reached stage in which students who still cannot answer any versions of the question should reach out to their peers and repeat the answers they receive. Tofade, Elsner, and Haines (2013) also suggest that instructors should be aware of whether or not students feel psychologically safe in the classroom, arguing that immediately repeating a question may alienate or intimidate students. Instead, the teacher should provide an appropriate wait time as well as remind students that any response is worthy of …show more content…

If one had done so, it would be important for the instructor to implement the “repeat, rephrase, and reduce” strategy so that the student could answer correctly; for example, Korinek could change the phrasing to ask what economic system the class just reviewed is used in China before simplifying it to requesting students to describe specific aspects of the nation’s economy and compare them to the three described systems. In the case of the aforementioned hypothetical question where students are required to explain why a particular system is more effective, he could potentially rephrase it to ask students which type of economic system produces better results and then reducing the question by having the students explain their beliefs regarding the benefits and drawbacks of each

Neil Postman Defending Against The Indefensible Summary
429 Words | 1 Pages
Postman then introduces his second concept: questions. We must understand that the wording and language used to pose a question influences the answer we will receive. It is suggested that students need to learn to
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Song Analysis: Who Was Davy Crockett?
638 Words | 2 Pages
Students will be divided into 4 groups and will sit at their dry erase board tables. Teacher will ask them to reflect on a couple questions. They will first debate it within their group ( using a marker to write down their points of necessary), then share their thoughts with the whole class.
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Critical Thinking Is More than Common Sense
1322 Words | 3 Pages
If one were to ask a group of high school seniors questions like, “Who was the first U.S. president?” or, “What equation is associated with the Pythagorean Theorem?” they would likely discover that the majority of the students would answer correctly. However, if one were to pose the questions, “Why did the Civil War occur?” or, “Why are international trade relations between other countries important to the U.S.?” they would receive fragmented responses at best; few students would be able to provide clear and concise answers. This simulated example clearly underscores some of the current flaws in the education system across the nation. Instructors teach students, and expect them to learn; they do not teach them how to learn. Many educators have taught students well how to compile trivia and miscellaneous facts, but few have truly embraced the method of critical thought in the classroom. Kansans praise the system for the improving test scores, yet they fail to see through the blanket of such pseudo-success, and they do not realize the true mediocrity of the Kansas educational curriculum. Secondary schools in Kansas should place a greater emphasis on critical thinking in the classroom.
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A New Education: Education Reform
1306 Words | 3 Pages
Step one is focusing more on students critically thinking or thinking on their own. A great phrase of putting this idea to the test is, “focusing more on the question than the answer.” (Schlesinger 34). In The Power of “Why?” Schlesinger expresses her feeling towards what the bigger impact can be on students when focusing more on the depth of the question than how “quickly” and “correctly” students answer the question (34). She mentions that teachers are evaluated on how students test scores are rather than how critically they think. Schlesinger says that educators can help students think critically by, “letting the students speak their minds”, or teaching students that answers to our history has/will change as well as previous information that we once obtained from the past (34). Oftentimes teachers are afraid to let students open their minds and really think about the question because they think the books answer is the only right one. Teachers also may be more focused on making sure that the students know the right answer so they can do well on future test that the administration uses to evaluate the teachers. Students can significantly gain and profit from this tiny step in our education system. El...
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Examples Of Closed-Ended Questions
811 Words | 2 Pages
An open-ended question is a question that gives the client the chance to talk in detail on any applicable area and urges them to add any extra information. These types of questions help the client make the client feel like they need to add as much details as they wish to. A therapist in order to encourage a client to communicate may also use this type of question. An example of open-ended questions would be “Tell me about your relationship with your spouse? ”
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Peer & Self Assessment
1105 Words | 3 Pages
Researchers have suggested that students should create questions to enhance their learning (Foos, Mora, & Tkacz, 1994; King, A., 1991). Foos et al. (1994) conducted their study with 210 introductory psychology students. The students were divided into seven groups. The groups included “control, given an outline, given study questions, given study questions with answers, told to generate an outline, told to generate study questions, and given study questions with answers” (Foos et al., 1994, 569). In one experiment, half the students in each group were given one form of a test while the remaining students were given a different form. Then the groups were allowed to study under different conditions, and they were encouraged to do well. A second test was administered two days later. Foos et al. (1994) found that the students who created their own questions with answers were the most successful test-takers of all the groups. King (1991) tested 56 ninth grade students enrolled in honors world history classes. After the pretest and lectures, the groups had different tasks. The self-questioning and reciprocal peer-questioning group of students generated their own questions and peer-quizzed each other. The students in the self-questioning only group independently created their own questions and answers. The review group divided into smaller groups and discussed the lecture material while the members of the control group studied individually. King (1991) found that the two groups who utilized the self-questioni...
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Open Ended Questions Paper
498 Words | 1 Pages
Open-ended and closed-ended questions are key elements to a counseling session. Open-ended questions require a response with more depth and a lengthier response. Open-ended questions are also helpful in finding out more about a person or a situation, whether it's during an interview or getting to know a new friend. While, Close-ended questions can be answered in only one word or very short phrase. Close-ended questions can also be used in the situations mentioned above, although they have the potential to end the conversation. It can also be answered by a simple "yes" or "no," while open-ended questions are those which require more thought and more than a simple one-word answer (Ivey, Bradford Ivey & Zalaquett, 2016)
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Reflection Of Education: The Importance Of Science In Education
1060 Words | 3 Pages
We must teach them how to answer their own questions and guide them as to how they can answer their question. When students become comfortable and confident with this process they begin to expand their learning beyond the classroom. Students then begin to understand that learning is not just a process of fact and figures but is a process of observation, questioning, investigating, critical thinking, collaboration and elaboration. This is where students become capable of solving real world problems. Once we have provided this experience and allow students to continually practice and refine this process. It is then, that students will begin their never-ending journey for new knowledge.
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Analysis Of What True Education Should Do By Sydney Harris
786 Words | 2 Pages
But I think in some classes, it has gotten worse. I think part of the problem might be teachers losing their passion for teaching. I may be wrong, but it seems that some teachers get the material they are supposed to teach, put it up on a PowerPoint for us to take notes, and then expect us to regurgitate it on a test. They do things like this instead of fun activities that really make us think and discover new things in our minds. Although this is just an assumption, this article really did make me think. I found that interesting because we are in the critical thinking unit and it is exactly what we are meant to do. We’re meant to think about things, analyze things, synthesize things, and then think about it all over again until we finally come to our own conclusion. I think that was the main point of Harris’s article. We discover our true feelings and knowledge when we search for them inside of our minds, and then we create something with our own unique ideas. Sydney J. Harris did a wonderful job on this article and I thoroughly enjoyed reading and then going into my own mind and writing about
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My Philosophy Statement
886 Words | 2 Pages
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
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Public schools in Jordan
687 Words | 2 Pages
...o memorize with little emphasis on analysis and critical thinking. The answers are right or wrong, either black or white; there is no room for innovation. Students have a difficulty voicing their opinions because they have been spoon-fed facts and rules throughout their entire educational journey.
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The Portrait of a Professional Teacher
2304 Words | 5 Pages
Bond, N., (2007). 12 Questioning Strategies that Minimize Classroom Management Problems. Kappa Delta Pi Record, 44(1), p.18-21.
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The Highlights of My Teaching Pedagogy
1902 Words | 4 Pages
As a teacher, I have numerous personal goals. Mainly, my goal is to provide students with the opportunity and encouragement to succeed in life and to develop as free-thinking individuals in society. I consider myself a progressive and an essentialist, according to theory. I feel that students need to be given multiple opportunities to explore many different life skills that sometimes are overlooked in the education system. Testing, rote memorization, and lecture, in my opinion, do not promote students' own inquiry and does not give students opportunities to tap into their own source of knowledge that they each bring with them to the classroom. As a teacher, I hope to leave my students able to set and accomplish goals through the use of these life skills. Some teachers I have had while in hi...
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Reflection And Assessment Of Teaching Strategies In The Classroom
1220 Words | 3 Pages
During my own classroom observation it was noted that the level of questioning with the students needed to be improved upon. Reynolds and Muijs (1999) mention one of the main requirements to be an effective teacher is knowledge of the content being taught. Spending more time reviewing the content and preparing a list of questions prior to each lesson would greatly help develop the level of questioning with the
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What Does The Mediocre Teacher Inspires?
1067 Words | 3 Pages
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
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Open Ended Questions

Neil Postman Defending Against The Indefensible Summary

Song Analysis: Who Was Davy Crockett?

Critical Thinking Is More than Common Sense

A New Education: Education Reform

Examples Of Closed-Ended Questions

Peer & Self Assessment