RESEARCH FOR ALL MY CHILDREN
A Research Column
for
October, 1989, Science Scope
Written by
Ronald J. Bonnstetter
The University of Nebraska
Lincoln, Nebraska
This is the original manuscript sent to Science Scope. The final published version will differ based on NSTA editorial changes.
The continuing saga of RESEARCH FOR ALL OUR CHILDREN
Asking, Thinking, and Listening
In this month's episode we join Johnny, a student in Mrs. Risktaker's science class.
(Mrs. R. is okay. I never know for sure what's going to happen. I mean science class is sort of different. The best part of class is that Becky sits in front of me, but don't tell anyone I said that. I better pay attention, Mrs. R. is ready to bring the class back together.)
"Class, I need your help with something. I've been reading some research on teaching that says if I change how I ask questions that you will learn more, be more involved in class, and think a lot more about what you're learning."
(See what I mean, She's always trying something new.)
Let's put all questions that I ask into two groups; short answer and open-ended or extended answer questions."
(I hate questions, It's really hard to think about important stuff when somebody is asking questions and with Becky sitting there.)
" When I ask a short answer question I usually want you to tell me some fact. For example, which planet is closest to the sun? An extended answer question takes more thought and usually a longer response. An example might be, why is Mercury not the hottest planet?"
(I always thought it was the hottest, I wonder why it isn't.)
"Now because extended-answer questions may take a little more thought, I will wait until a majority of you are ready to respond before calling on a student." (This is getting worse. Last semester Mr. Fact just told us the answer or called on the student by name before asking the question. That way I knew if I had to think.)
"This will only take a few extra seconds, even though it may feel like eternity. We will call this wait-time one."
(Oh no, when a teacher starts to number things you can bet that there's more coming.)
"After I receive an answer I will again wait a few seconds before responding. That way I can think about the answer given and so can you. We will call this wait time two."
(What if I just want to go to the bathroom?)
"Obviously the more difficult the question, the more time will be given to think. In addition, during wait-time one I will maintain eye contact with each of you to help you keep your mind on the question."
(I hate having teachers look at me. It's like they want something. Oh no, my hands going up.)
"Yes Johnny?"
"I understand wait-time one but how come wait-time two."
"Well Johnny, first of all many of the questions that I plan to use may have more than one answer; and secondly, I want you to decide for yourself if the answer given is reasonable. In addition, as I said earlier, I need time to think as well. The last change in class involves listening. I want you to help me ask real questions. I mean listen to my question and answer exactly what is asked of you. If I say, does anyone have a question, what is the answer?"
"No", shouts Ron.
"That's right, Now what goes through your mind if I say, What questions do you have?"
Becky blurts out, "Well, I guess you need to decide first if you have a question and than what it is."
(Becky always likes to show how much she knows.)
(Now what's happening? Becky's comment is being followed by dead silence. Mrs. R. isn't saying anything. Is Becky wrong? What exactly did Becky say anyway? Do I agree with her?
"Thank you, Becky! In other words, I have caused you to think at a higher level.
(Wow, those two or three seconds felt like forever.)
"However, remember our new rules and give the rest of the class time to think as well."
"The last comment that needs to be made today may keep you from getting into trouble. What will happen if you go to your next period class and answer a teacher's short answer question accurately with a simple yes or no?"
"We'll probably get in trouble", said Sherry.
"That's right. These questions are called rhetorical questions, and most of us go ahead and answer the implied question or what we think was the question. A good example of this occurs almost every time you go shopping. Somewhere along the way, someone will say, 'May I help you?' The implied question is 'What may I do for you?' A simple answer of yes may be taken as rudeness. We probably can't change the world, but in here we will work on good questioning and listening skills."
"Does anyone have any questions."
(We all shouted, "No!".)