HEMCHANDRACHARYA UNIVERSITY IMPORTANT NOTIFICATION
Research findings
Students need to practise new material. The teacher’s questions and
student discussion are a major way of providing this necessary practice.
The most successful teachers in these studies spent more than half the
class time lecturing, demonstrating and asking questions.
Questions allow a teacher to determine how well the material has
been learned and whether there is a need for additional instruction.
The most-effective teachers also ask students to explain the process
they used to answer the question, to explain how the answer was found.
Less-successful teachers ask fewer questions and almost no process
questions.
In the classroom
Good and Grouws (1979) conducted an experimental study where the
teachers were taught to follow the presentation of new material with
a high frequency of questions. Teachers were taught to increase the
number of questions and process questions they asked during this guided
practice. The teachers in the experimental group increased the number
of factual and process questions they asked and the students of teachers
in these classes achieved higher scores on the post-test in mathematics
than did students of teachers in the control groups.
Imaginative teachers have found ways to involve all students in
answering questions. Examples include having each student:
Students need to practise new material. The teacher’s questions and
student discussion are a major way of providing this necessary practice.
The most successful teachers in these studies spent more than half the
class time lecturing, demonstrating and asking questions.
Questions allow a teacher to determine how well the material has
been learned and whether there is a need for additional instruction.
The most-effective teachers also ask students to explain the process
they used to answer the question, to explain how the answer was found.
Less-successful teachers ask fewer questions and almost no process
questions.
In the classroom
Good and Grouws (1979) conducted an experimental study where the
teachers were taught to follow the presentation of new material with
a high frequency of questions. Teachers were taught to increase the
number of questions and process questions they asked during this guided
practice. The teachers in the experimental group increased the number
of factual and process questions they asked and the students of teachers
in these classes achieved higher scores on the post-test in mathematics
than did students of teachers in the control groups.
Imaginative teachers have found ways to involve all students in
answering questions. Examples include having each student:
