Rich Questioning in the Classroom 在课堂中的高质量提问 Dr Theo Ammari, Associate Professor in Academic Development Academy of Future Education - XJTLU

Introduction

Welcome to today's session on rich questioning in the classroom. This session is part of a series of CPDs on the importance of formative activities in the design of learning, teaching, and assessment in higher education. I aim to explore how asking the right questions can transform the way we understand students' knowledge and adapt our teaching to meet our students' needs more effectively.

欢迎来到今天关于课堂中高质量提问的培训课程。本次课程是关于高等教育中学习、教学和评估设计的重要性系列培训的一部分。我的目标是探讨如何通过提问合适的问题来改变我们对学生知识的理解方式，并有效调整我们的教学方法，以更好地满足学生的需求。

Throughout this session, we will focus on what makes a question "rich" and how rich questioning can provide valuable insights into where students meet the learning objectives. 在整个培训过程中，我们将重点关注什么使一个问题变得“高质量”，以及高质量提问如何提供宝贵的见解，帮助我们了解学生在哪些方面达到了学习目标。

By the end of this hour, you will also gain an understanding of how to use "SOLO taxonomy" to frame questions that encourage deeper learning and critical thinking. Let's reflect on your current practices with a few quick polls. 在这一小时结束时，您还将了解如何使用“SOLO分类法”来设计鼓励更深层次学习和批判性思维的问题。现在，让我们通过几个快速投票来反思您当前的教学实践。

To begin with, we will examine how frequently we, as educators, use questioning in our lessons, what types of questions we tend to ask, and whether we consider it a valuable teaching strategy. 首先，我们将探讨作为教育者，我们在课堂中使用提问的频率、我们倾向于提出的问题类型，以及我们是否认为这是一种有价值的教学策略。

Poll 1 - Code: 47258395

Use this code to enter the poll: 47258395

请使用此代码 47258395 进入投票。

What makes a question "RICH"? 是什么使一个问题“高质量”？

Now, we are going to look at the idea of "rich" questions. We know that questions can be a powerful teaching tool, but what exactly makes a question effective or meaningful? 现在，我们来探讨“高质量”问题的概念。我们知道，问题可以成为一种强大的教学工具，但究竟是什么让一个问题变得有效或有意义呢？

Before diving into specifics, I'd like to hear your thoughts: When we say a question is "rich", what comes to your mind first? Consider your experience as an educator and learner - and let's discuss what qualities make a question more impactful or engaging. 在深入探讨细节之前，我想听听大家的想法：当我们说一个问题是“高质量”的时候，您首先想到的是什么？结合您作为教育者和学习者的经验，让我们一起讨论一下，一个问题具备哪些特质才能更具影响力或吸引力。

Qualities that make a question "rich" use the code 34029788

Use this code to enter the word cloud: 34029788

请使用此代码 34029788 进入词云活动。

Now that we have explored some ideas together let's examine some of the characteristics often associated with rich questions. As educators, these features help us better understand our students' progress towards learning objectives.

现在我们已经一起探讨了一些想法，接下来让我们来看一下通常与高质量问题相关的一些特征。作为教育者，这些特征可以帮助我们更好地了解学生在实现学习目标方面的进展。

Rich questioning emphasizes the process rather than a single, isolated question. It involves a series of prompts starting from the fundamental level and building towards higher levels of understanding. It is a gradual progressive process that allows students to deepen their thinking step by step and engage with complex concepts. 高质量提问强调的是过程，而不是单一、孤立的问题。它包括一系列逐步深入的提示，从基础层次开始，逐步建立到更高层次的理解。这是一个渐进的过程，使学生能够逐步加深思考，并与复杂的概念互动。

Rich questioning goes beyond simple recall and encourages higher-order skills such as problem-solving and critical thinking. It is more " how" and "why" questions rather than "What" questions. Rich questions help students see the links between different ideas and allow them to connect the new concepts to the old knowledge, relate theory and practice, or apply the idea in new contexts. 高质量提问超越了简单的回忆，鼓励更高阶的技能，如问题解决和批判性思维。它更多是“如何”和“为什么”的问题，而非“是什么”的问题。高质量的问题帮助学生看到不同想法之间的联系，使他们能够将新概念与已有知识相连接，将理论与实践关联起来，或在新的情境中应用所学的概念。

Rich questions allow multiple perspectives. They are open-ended and allow students to explore a variety of viewpoints. As powerful formative tools, rich questions show us how well students understand the material and where additional support might be needed. 高质量问题允许多种视角。它们是开放式的，使学生能够探索多样化的观点。作为强大的形成性工具，高质量问题可以帮助我们了解学生对材料的掌握情况，并识别出可能需要额外支持的地方。

Finally, rich questioning promotes reflection and self-assessment. It challenges students about their understanding and approach and fosters reflection. 最后，高质量提问促进了反思和自我评估。它对学生的理解和方法提出挑战，鼓励学生进行自我反思。

Write a rich question, Use this code: 4525555

Use this code to answer: 4525555

请使用此代码 4525555 提交您的高质量问题。

SOLO Taxonomy

SOLO Taxonomy is a model used to describe and assess the depth of students' understanding. It helps educators design questions and activities that gradually deepen students' comprehension. The taxonomy consists of five levels, each representing a different depth of learning:

SOLO 分类法（Structure of Observed Learning Outcomes）是一种用于描述和评估学生理解深度的模型。它帮助教育者设计问题和活动，以便逐步加深学生的理解。这一分类法分为五个层次，每个层次代表不同的学习深度：

前结构（Pre-structural）：The student lacks understanding of the knowledge or has misconceptions. 学生缺乏对知识的理解，或理解存在误解。
单点结构（Uni-structural）：The student understands a single piece of information or concept but cannot see its connection to other knowledge. 学生能理解单一的信息或概念，但无法看到其与其他知识的联系。
多点结构（Multi-structural）：The student understands multiple relevant points, but the information remains disconnected, lacking integration. 学生能理解多个相关点，但这些信息是分散的，缺乏整合。
关系结构（Relational）：The student can link different pieces of knowledge, understanding the overall meaning and relationships. 学生能够将不同的知识点联系起来，理解其整体意义和关系。
扩展抽象结构（Extended Abstract）：The student not only integrates knowledge but also extends it to new contexts, demonstrating higher-order critical thinking and creativity. 学生不仅能将知识整合，还能将其延伸到新的情境中，展示出更高阶的批判性思维和创造性。

By using the SOLO Taxonomy, teachers can design "rich" questions that encourage students to move from basic understanding to deeper levels of reflection and application. 通过使用 SOLO 分类法，教师可以设计“高质量”问题，鼓励学生从基础理解逐步过渡到更深层次的反思和应用。

When an educator asks questions that are above the students’ current level in the SOLO taxonomy, such as asking a relational question when students are still at the prestructural level, it can leave students feeling lost or unprepared to respond. 当教育者提出的问题超出学生在 SOLO 分类法中的当前水平时，例如在学生还处于前结构阶段时提出关系结构的问题，可能会让学生感到迷茫或无准备去回答。

Starting with simpler questions and moving up the SOLO taxonomy levels ensures that students build confidence and preparing them for complex reasoning without feeling overwhelmed. By following this progression, educators can foster deep learning and critical thinking skills. 从较简单的问题开始，并逐步提升到 SOLO 分类法的更高层次，可以确保学生建立信心，为更复杂的推理做好准备，而不会感到不知所措。通过这样的进阶，教育者能够培养学生的深度学习和批判性思维技能。

有任何问题吗？

Credits:

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