pembelajaran TIK__ planted Question

Planted Question

Overview

This technique enables you to present information in response to question that have been planted with selected students. Although you are, in effect giving a well prepared lesson, it a appears to others student that you are merely conducting a question and answer session.

PROCEDURE

1. Choose question that will guide your lesson. Write three to six question and sequence them logically.

2. Write each of the question on an index card, and write down the cue the will use to signal you want that question asked. Cues you might use include:

· Scratching your nose

· Taking off your eyeglasses

· Snapping your fingers

· Yawning

The resulting instruction card might look like this.

DO NOT SHOW THIS CARD TO ANYONE

When our break is over, I’m going to be discussing “Is intelligence inherited?” and then asked if there are any questions. When I scratch my nose, raise your hand and asked the following question:

Is there more than one kind of intelligence?

Do not read the question out loud. Memorize it or say it in your own words.

3. Prior to the lesson, select the students who will ask the questions. Give each an index card, and explain their cue. Make sure day do not reveal to anyone else that they are plants.

4. Open the question and answer session by announcing the topic and giving your first cue. Call on the first plant, answer the question, and then continue with the rest of the cues and questions.

5. Now, open the floor to new questions not previously planted. You should see several hands go up.

VARIATIONS

1. Have the answers to the questions already on flip charts, overhead transparencies, or instructional handouts that you reveal as each question is answered. Dramatically reveal the answer as each question is given.

2. Give the planted questions to your most uninterested or hostile students.

Role Reversal Questions

OVERVIEW

Even if you ask students to think of questions during the heart of a lesson, not just at the end, you may get a lukewarm response when you ask, “Are there any questions?” With this technique, you reverse roles: You ask questions and the students try to respond.

PROCEDURE

1. Compose questions you would raise about some learning material if you were a student. Create questions that:

· Seek to clarify difficult or complex material (e.g., “Would you explain again the way to ____________________?”)

· Compare the material to other information (e.g., “How is this different than ______________?”)

· Challenge your own points of view (e.g., “Why is necessary to do this? Wouldn’t it lead to a lot of confusion?”)

· Request examples of the ideas being discussed (e.g., “Could you give me an example of ______________?”)

· Test the applicability of the material (e.g., “How could I use this idea in real life?”)

2. At the beginning of a question period, announce to the students that you are going to “be” them, and they collectively are going to “be” you. Proceed to ask your questions.

3. Be argumentative, humorous, or whatever else it takes to get them to jump into the fray and bombard you with answers.

4. Reversing roles a few times will keep your student on their toes and prompt them to ask question on their own.

VARIATIONS

1. Instead of using this technique at the start of a question and answer session, revert to it went students have become complacent about questions.

2. Turn the event into a “Media Conference.” You become the media, introducing yourself ask “Chris from CNN” or the like, and the press the class with questions that probe, attack or mock the learning material in question.