Teaching effectively = Questioning effectively: Making meaning and creating connections that generate achievement for all

Conference item


Burgess, Jill. (2005). Teaching effectively = Questioning effectively: Making meaning and creating connections that generate achievement for all. In Brendan Bartlett, Fiona Bryer and Dick Roebuck (Ed.). 3rd Annual International Conference on Cognition; Language and Special Education Research: Stimulating the 'Action' as Participants in Participatory Research. Brisbane, Australia: Griffith University. pp. 171 - 186
AuthorsBurgess, Jill
Abstract

In order to teach well, we must question well. Efficient questioning is crucial in encouraging many of the elements fundamental to the current thinking in pedagogical excellence. Questions can assist learners to make sense of their, and other, worlds. They can empower, motivate and engage students in active, purpose-driven learning. Despite the continued and more recent focus on the importance of deep understanding, teaching intelligent behaviours and higher-order thinking skills (Education Queensland, 2000; NSW Department of Education and Training, 2003), teachers often remain unsure of their knowledge and strategies when it comes to effective questioning skills. Understanding the different types of questions, the different questioning roles that can be adopted and the art of self-questioning are all essential for achievement. This study reviews the literature on questioning around eight major areas: planning questioning, "wait time", different questioning roles and question types, responsibility for encouraging, asking, showing interest and sustaining questioning. The study investigates preservice and in-service teacher and teacher assistant knowledge and understanding of questioning, through the administration of the Quick Questioning Self-Reflection questionnaire, and presents numerous practical examples.

KeywordsEarly childhood education;--Education not elsewhere classified;--Secondary education;--Special Education and Disability;--Curriculum and Pedagogy not elsewhere classified;--Special education;--Primary education
Year2005
PublisherGriffith University
Web address (URL)https://search.informit.com.au/documentSummary;dn=254451262715144;res=IELHSS
Journal citation1, pp. 171 - 186
Page range171 - 186
Research GroupSchool of Education
Place of publicationBrisbane, Australia
EditorsBrendan Bartlett, Fiona Bryer and Dick Roebuck
Permalink -

https://acuresearchbank.acu.edu.au/item/88wv7/teaching-effectively-questioning-effectively-making-meaning-and-creating-connections-that-generate-achievement-for-all

  • 141
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

How far has the door opened? Developing a practical approach to individual learning plans for students in inclusive classrooms
Burgess, Jill and Kelly, Patrick. (2013). How far has the door opened? Developing a practical approach to individual learning plans for students in inclusive classrooms. Special Education Perspectives. 22(2), pp. 21 - 30.
The impact of teaching thinking skills as habits of mind to young children with challenging behaviours
Burgess, Jill. (2012). The impact of teaching thinking skills as habits of mind to young children with challenging behaviours. Emotional and Behavioural Difficulties. 17(1), pp. 47 - 63. https://doi.org/10.1080/13632752.2012.652426
Investigating cyberbullying :Emerging research and e-safety strategies within families and communities
Burgess, Jill and McLoughlin, Catherine. (2011). Investigating cyberbullying :Emerging research and e-safety strategies within families and communities. Communities, Children and Families Australia. 6(1), pp. 3 - 12.
Counteracting e-bullying in Australian schools :sustainable approaches and pedagogical issues
McLoughlin, Catherine and Burgess, Jill. (2010). Counteracting e-bullying in Australian schools :sustainable approaches and pedagogical issues. Teacher education for a sustainable future: Australian Teacher Education Association (ATEA) 2010 conference proceedings. Australia: Australian Teacher Education Association. pp. 1 - 10
Texting, sexting and social networking among Australian youth and the need for cyber safety education
Burgess, Jillian Elizabeth and McLoughlin, Catherine. (2010). Texting, sexting and social networking among Australian youth and the need for cyber safety education. In PL Jeffery (Ed.). Australian Association for Research in Education 2009 Conference Proceedings. Melbourne, Australia: Australian Association for Research in Education. pp. 1 - 9
Teaching intelligent behaviours for social sustainability
Burgess, Jill. (2010). Teaching intelligent behaviours for social sustainability. Teacher education for a sustainable future. Australian Teacher Education Association National Conference. Australia: Australian Teacher Education Association. pp. 1 - 6
Online is not always a safe space :Student perceptions of how and why cyberbullying occurs
McLoughlin, Catherine and Burgess, Jillian Elizabeth. (2009). Online is not always a safe space :Student perceptions of how and why cyberbullying occurs. In Miguel Baptista Nunes and Maggie McPherson (Ed.). IADIS Multi Conference on Computer Science and Information Systems: Proceedings of e-Learning 2009. Algarve, Portugal: IADIS Press. pp. 83 - 88
Bullies in cyberspace :How rural and regional Australian youth perceive the problem of cyberbullying and its impact
McLoughlin, Catherine, Meyricke, Ramona and Burgess, Jillian Elizabeth. (2009). Bullies in cyberspace :How rural and regional Australian youth perceive the problem of cyberbullying and its impact. In Terry Lyons, Joon-Yul Choi and Greg McPhan (Ed.). ISFIRE 2009 Symposium Proceedings. Armidale, New South Wales: University of New England. pp. 178 - 186
An engaged university :Unlocking leadership potential in schools to support children with special needs
Broadbent, Carolyn and Burgess, Jillian Elizabeth. (2007). An engaged university :Unlocking leadership potential in schools to support children with special needs. In T. d'Arbon (Ed.). Directions for Catholic Educational Leadership in the 21st Century: The vision, challenges and reality: Proceedings of the 2007 International Conference on Catholic Educational leadership. Sydney, Australia: Australian Catholic University. pp. 1 - 13
Lifelong learning: Helping address disadvantage through community-based learning projects
Broadbent, Carolyn, Burgess, Jillian Elizabeth and Boyle, Maureen. (2006). Lifelong learning: Helping address disadvantage through community-based learning projects. In In J. Chapman, P. Cartwright and E.J. McGilp (Ed.). Lifelong Learning; Participation and Equity pp. 265 - 286 Springer.
Empathy: Central to social, emotional, and academic achievement
Burgess, Jill. (2005). Empathy: Central to social, emotional, and academic achievement. In Brendan Bartlett, Fiona Bryer and Dick Roebuck (Ed.). 3rd Annual International Conference on Cognition; Language and Special Education Research: Stimulating the 'Action' as Participants in Participatory Research. Brisbane, Australia: Griffith University. pp. 160 - 170
Pay attention please! Strategies to reduce the learning difficulties experienced by children with attention and concentration problems.
Burgess, Jill. (2003). Pay attention please! Strategies to reduce the learning difficulties experienced by children with attention and concentration problems. Australian Journal of Learning Difficulties. 8(3), pp. 8 - 14.
Building effective inclusive classrooms through supporting the professional learning of special needs teacher assistants
Broadbent, Carolyn and Burgess, Jill. (2003). Building effective inclusive classrooms through supporting the professional learning of special needs teacher assistants. Proceedings of the 43rd Annual National Conference Adult Learning Australia. Sydney, Australia: UTS Printing Services. pp. 50 - 59