questioning strategies

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Tyera Collins

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Summary

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CRITICAL THINKING STRATEGIES 1

CRITICAL THINKING STRATEGIES 2

Critical Thinking Strategies

Objective: This constructed lesson plan will focus on teaching first-grade students the proper

listening and speaking skills as related to the English language.

 Student: Submitted to Grand Canyon University

 Potentially missing comma: 2021  2021,

Critical Thinking Strategies

Grand Canyon University

Angie Robins

Tyera Collins

September 12, 2021

The title of this objective as a whole will be Communication skills.

After the completion of this lesson, students should be able to:

• Intake information and process it efficiently (to the best of their ability).

• Answer questions made in conversation.

• Respond to statements made by peers appropriately.

• Take turns between listening and speaking.

• Ask questions in response to conversations.

Questions

To better help young students understand how to practice their speaking and listening skills, I

have narrowed my thoughts down to three questions that could be asked.

1. What is your favorite animal?

This is a rather simple question but very appropriate for small children. Animals are often a

favorite topic for children and often arise a discussion between each about which animal is

their favorite and which they believe is the best. This could be directed further to elicit

question and answer conversations by directing it at the children.

Example: "Ask your friends what their favorite animals are?" This will have students start by

answering a question, then practicing active listening by giving their friend a chance to

CRITICAL THINKING STRATEGIES 3

 Student: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

respond. Their friend will respond, “A tiger!” (for an example), and then the student will

practice their speaking skills by either agreeing, stating their thoughts about how they feel

about 'tigers' or by stating their animal.

2. Do you have any pets?

Another simple but great question for young students. Pets are things that kids either have or

wished they had, so this will elicit more question and answer, turn-taking conversation.

Students will state whether they have a pet—yes or no—and then in turn talk about what kind

of pet they have, or about which pet they wish they had. Just like the previous question, to

turn this into more of an interactive question, the teacher can ask the students to question

each other about pets.

Example: "Ask your friends if they have any pets?" This should engage students in active

listening and responsive conversation with each other.

3. What does your family do on Christmas?

This question should elicit a bit more expressive conversation between students. Children

love holidays, and especially Christmas. Students will take turns explaining their holiday

traditions to each other, which should strongly encourage listening and speaking skills

(specifically, taking turns actively listening and responding)

Example: "Ask your friends what they like about Christmas?" or "Ask your friends what their

CRITICAL THINKING STRATEGIES 4

CRITICAL THINKING STRATEGIES 5

 Passive voice: can be easily identified ...

 Student: Submitted to Grand Canyon University

 Redundant phrase: ask the question  ask

 Student: Submitted to Grand Canyon University

 Spelling mistake: Sattes  States

 Unpaired braces, brackets, quotation m...: “

 Student: Submitted to Grand Canyon University

favorite thing about Christmas is?" Students will then explain what they like to do, listen to

their friends' answers, and ask additional questions or statements in response.

Critical thinking questions

These questions will force students to think more critically. We can expand on the basic

questions above or create new ones. For these questions, I am going to expand on the 3

questions above.

1. What animals have stripes? (Name all the animals that have stripes)

Stripes are not that unique in the animal kingdom, but there are a few ones that can be easily

identified by their stripes. This question will make students think about the animals they

know (which is another thing they’re probably learning about) and connect that knowledge to

turn-taking conversation (Cotton, 2001).

Example: "What animals have stripes?" Students should give answers to different animals,

"Zebra", "Tiger" etc.

2. What noises do (*insert animal) make?

This is a fun way to have children interact with the lesson and keep it light. Students will

have to think critically about the different sounds animals make (preferably, those they

already know). Learning objectives for this lesson include listening to the teacher ask the

question and responding appropriately.

Example: “What noise does a dog make?” Students should give answers such as, “Woof”,

“Araf”, etc. This will also expand on their knowledge of animals and the assigned noises that

each animal has. In this scenario, students should engage mostly in listening, only responding

after a question is asked.

3. What are some of your favorite Christmas treats?

There are certain foods and treats strongly associated with Christmas (cookies, deviled eggs,

etc.) Students are sure to lean more toward baked goods, and this is a good way to get them

thinking about different kinds of sweets (Walsh & Sattes, 2005).

Example: “What does your favorite cookie look like?” Students should provide answers such

as, “It has white stuff on it, with sprinkles”, “It’s Santa Claus (shaped)", etc. This can be an

activity that is more focused on peer interaction—students asking each other questions and

CRITICAL THINKING STRATEGIES 6

describing their preferences.

Asking students critical questions is imperative to their academic growth. Questions

asked at a base level require thought and processing, but critical questions differ in the sense

that they mustn't be answered right away. Critical questions require deeper thought and urge

students to use their logic and other underdeveloped thinking skills to come to a much

clearer, thought-out solution. This is especially useful when it comes to reading literature and

other educational texts. Often, there is a need to look through the lines, understanding context

clues and ambiguity to fully comprehend the text. Honing these skills from a young age will

help students fare better as they take on more challenging texts in upcoming grades.

References

Cotton, K. (2001). Classroom Questioning. Retrieved October 26, 2014, from School

improvement research series. DOI: https://doi.org/10.1016/j.sbspro.2013.01.154

Walsh, J. A., & Sattes, B. D. (2005). Quality Questioning: Research-Based Practice to Engage

Every Learner. California: Sage Publications. Retrieved from:

https://books.google.co.ke/books?hl=en&lr=&id=5R5uDQAAQBAJ&oi=fnd&pg=PP1&

dq=Walsh,+J.+A.,+%26+Sattes,+B.+D.+(2005).+Quality+Questioning:+Research-

Based+Practice+to+Engage+Every+Learner.+California:+Sage+Publications.&ots=ESm

dyinSl9&sig=7Yxeent9787Nx2d39yM-Xpid69w&redir_esc=y#v=onepage&q&f=false