Students Ask the Questions: Using Student-Generated Questions to Facilitate Classroom Discourse
Submission Type
Event
Expected Graduation Date
2014
Location
Ames Library, Illinois Wesleyan University
Start Date
4-11-2014 5:00 PM
End Date
4-11-2014 6:00 PM
Disciplines
Education | Teacher Education and Professional Development
Abstract
Student-generated questions help students understand teacher expectations, develop their thinking, and comprehend subject matter, and allow teachers to plan lessons that meet students’ needs and interests (Almeida, 2010). In an effort to generate student questions during my student teaching in a fourth grade classroom, I implemented a self-study in which I encouraged my students to generate their own questions in language arts. I taught them what a higher order question is (Bloom’s Taxonomy, 1965) and provided them opportunities to generate such questions at the end of multiple lessons. Students participated in a full-class discussion where they generated and discussed their questions with each other. Through field notes and student work samples, I found that my students were successful in generating higher order questions. Audio recordings and an end of semester student questionnaire showed that students were engaged and excited about participating when they were able to discuss their own questions.
Students Ask the Questions: Using Student-Generated Questions to Facilitate Classroom Discourse
Ames Library, Illinois Wesleyan University
Student-generated questions help students understand teacher expectations, develop their thinking, and comprehend subject matter, and allow teachers to plan lessons that meet students’ needs and interests (Almeida, 2010). In an effort to generate student questions during my student teaching in a fourth grade classroom, I implemented a self-study in which I encouraged my students to generate their own questions in language arts. I taught them what a higher order question is (Bloom’s Taxonomy, 1965) and provided them opportunities to generate such questions at the end of multiple lessons. Students participated in a full-class discussion where they generated and discussed their questions with each other. Through field notes and student work samples, I found that my students were successful in generating higher order questions. Audio recordings and an end of semester student questionnaire showed that students were engaged and excited about participating when they were able to discuss their own questions.