Better Questions, Better Learning: Deeper than “Do you get it?”

Presenter and Advisor Information

Angela Roman, Illinois Wesleyan University

Submission Type

Event

Faculty Advisor

Leah Nillas

Expected Graduation Date

2020

Location

Center for Natural Sciences

Start Date

4-4-2020 9:00 AM

End Date

4-4-2020 10:00 AM

Disciplines

Education | Educational Methods

Abstract

Within the classroom, a key component to a successful lesson is the ability to ask questions. Asking questions allows for students to have an opportunity to participate in class as well as giving the teacher a chance to gauge the level of understanding among the students. However, merely asking surface level questions such as “do you get this?” is not sufficient. This self-study examined the impact of deeper-level questions on student engagement to see if asking deeper-level questions would encourage students to become more invested in class. To define whether or not a question was deemed to be deeper-level, it was compared to Bloom’s Taxonomy, a model that categorizes questions and learning objectives based on their purpose and specific words used (Spence, 2019). There are multiple levels: remember, understand, apply, analyze, evaluate, and create. If the question reached the level that requires students to apply information, it was deemed deeper-level for this research. Lesson plans, field notes, and video recordings were collected from five different high school science classrooms over a semester. This practice of utilizing deeper-level questions is essential for pushing students in their engagement and understanding of the content.

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Apr 4th, 9:00 AM Apr 4th, 10:00 AM

Better Questions, Better Learning: Deeper than “Do you get it?”

Center for Natural Sciences

Within the classroom, a key component to a successful lesson is the ability to ask questions. Asking questions allows for students to have an opportunity to participate in class as well as giving the teacher a chance to gauge the level of understanding among the students. However, merely asking surface level questions such as “do you get this?” is not sufficient. This self-study examined the impact of deeper-level questions on student engagement to see if asking deeper-level questions would encourage students to become more invested in class. To define whether or not a question was deemed to be deeper-level, it was compared to Bloom’s Taxonomy, a model that categorizes questions and learning objectives based on their purpose and specific words used (Spence, 2019). There are multiple levels: remember, understand, apply, analyze, evaluate, and create. If the question reached the level that requires students to apply information, it was deemed deeper-level for this research. Lesson plans, field notes, and video recordings were collected from five different high school science classrooms over a semester. This practice of utilizing deeper-level questions is essential for pushing students in their engagement and understanding of the content.