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Domain A Artifact #3 Article Review 1

Brianna Konz
April 8, 2016
PDQP Domain A Artifact #3
Article Review

Domain A Artifact #3 Article Review 2

This is an article review on Best Practice strategies that can be used in the classroom for
all subject areas. It focuses on the questioning technique and its effectiveness in the classroom.
This article is a great resource in relation to Domain A TPE 1. The article review is to completed
to aid in the partial completion of a Professional Portfolio for the course TED690.

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Article Review
The art of asking questions in education is not an unknown practice. It has been used for
centuries to help, "stimulate the recall of prior knowledge, promote comprehension, and build
critical-thinking skills," (Tofade, 2013, Introduction). When a teacher asks the students
questions, it is to build conversation among the class, between peers, and to make connections
with what has or is currently being learned. When questions are not created properly, it often
creates confusion and lack of comprehension for the students.
To help teachers develop questions that are appropriate and challenge the students,
Bloom's Taxonomy was developed. Bloom's Taxonomy has different levels and domains,
"Questions that elicit responses in the knowledge, comprehension, and application domains are
frequently considered lower-order questions, while questions in the analysis, synthesis, and
evaluation domains are considered higher-order questions" (Tofade, 2013, Introduction). These
questions are asked to help develop the cognitive process.
Teachers will use convergent questions when they are looking for the best or right
answer. This does not usually involve much discussion. However, teachers will also use
divergent questions that have a variety of answers. These questions often require and bring forth
great discussion and allow the students to collaborate with their groups to obtain an answer.
Different cognitive levels can be reached when asking these questions. It can be merely asking
the students to recall a piece of information or have to process through critical thinking skills to
find their answer.
Teachers often ask questions that require recall and this is requires the least amount of
cognitive processing. When asking students to summarize, reflect, infer, classify items, provide
examples, etc. they are having to use a higher level of thinking. "Questions in the

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comprehension and application domains of Blooms taxonomy elicited the highest average
number of responses per prompt, whereas questions in the synthesis and comprehension level
elicited the highest number of student-to-student exchanges," (Tofade, 2013, Taxonomy of
Questions). Both of these types of questions are great to ask students as long as there is a goal
that is reached at the end of the lesson. The questions being asked will depend on the lesson
being taught.
Socratic Seminars are a great way to teach students how to ask questions that further their
understanding. The lesson is not taught directly to the students, rather the students are given a
topic with an article or piece of writing to discuss. They are required to ask probing questions
that stimulate the thoughts of other students. The teacher has to facilitate and make sure the
questions that are being asked are exploratory, spontaneous and focused. "A noted benefit of the
Socratic method is that students often uncover personal knowledge deficits about the subject
matter," (Tofade, 2013, Socratic Seminar). Often, when a student notices their lack of knowledge
in a content area, they are encouraged to learn more about the topic.
Before asking questions, it is crucial to make some considerations about the instruction.
The phrasing and clarity of the questions being asked needs to be clear and effective. An
effective teacher can gauge from the students what type of questioning needs to take place to
engage all of the students. The psychological safety of the students needs to be considered to
ensure they feel comfortable enough to answer the questions being asked. Finding a balance in
the sequencing of asking questions is critical. The teacher needs to also provide the students with
enough wait time as this will improve the quality and quantity of the answers given. It is highly
recommended that the teacher also does their best to not pimp their questions to demoralize the

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students. This often makes the students feel disrespected and there is a high chance the students
will not be responsive to instruction.
In conclusion, this article provides a variety of ideas and suggestions on how to ask the
most appropriate questions that promote cognitive development. These question asking strategies
are critical in developing positive growth. Teachers have a huge role in the development of
question asking and they can even have the opportunity to show their own students how to use
inquiry to develop the educational atmosphere with their peers. The power of inquiry is

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Tofade, T., Elsner, J., & Haines, S. T. (2013). Best Practice Strategies for Effective Use of
Questions as a Tool. American Journal of Pharmaceutical Education, 77(7), 155.