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批判性阅读与英语教学
7. Quality Questioning
题目详情
简答题
Teachers’ “no opt-out” policy helps build students’ willingness to speak in class.
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简答题
The talk move “What did you mean? Can you say it another way?” ____. A、presses students for reasoning B、asks students for clarification C、asks students to say more D、asks students to consider a problem from a different perspective.
简答题
In an IRQA exchange, the teacher gives her evaluation in the third step.
简答题
According to this video, if the teacher repeats student answer habitually, students will have very little interest to listen to each other.
简答题
This video suggests that when someone shouts out an answer immediately after a higher-order thinking question, the teacher should ____. A、ask the student to speak in a quieter voice B、ask the student to repeat the answer for the class C、ask the student to keep silent D、encourage the student to say more
简答题
Which talk move asks students to say more? A、What can you add to that? B、What else do you know about this? C、Can you elaborate on that? D、All the above.
简答题
“S2, do you want to add something?” is a talk move to ask the second student to give her own answer.
简答题
In an IRE exchange, the learner gives one utterance, while the teacher gives ____. A、one B、two C、three D、four
简答题
Compare the two answers “I like the story because …” and “I like the story, but my reason is different from S1. …” The second answer is more demanding for students than the first.
简答题
To keep all students involved, the teacher can ____. A、ask the next student to give her general impression about the previous student’s answer B、ask students to direct their answers to each other, not to the teacher alone C、call upon both volunteers and non-volunteers D、all the above
简答题
This video discusses ____ major classroom talk sequences. A、two B、three C、four D、five
简答题
The teacher asks eight students to respond to the question “what would you do if this happened to you?” Students 5 and 7 give a similar answer to S1 without realizing it. This means ____. A、What these three students said is a common experience. B、Some students are not listening to each other effectively. C、Some answers are more important than others. D、Open-ended questions can be answered in different ways.
简答题
In a learning community students should learn to believe that they can learn from other students’ incorrect answers.
简答题
Listening to each other is an important part of a thinking culture in a thinking classroom.
简答题
IRE-IRF is the talk moves of nontraditional lessons.
简答题
When a student says “I don’t know” to a teacher’s question, the reason may be ___. A、the student didn’t get our question B、the question might be too general C、the student didn’t understand the question D、all the above
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All students ____. A、are important members of the learning community B、have the responsibility to contribute something to a question C、have the responsibility let other class members know what they think D、all the above
简答题
Which of the following asks a different student to respond to S1 who has just answered a question? A、How do you react to this idea? B、What did you mean by that? C、Why do you say so? D、Why do you think that is true?
简答题
What class rules do students know in an ideal learning environment? A、They should not call out an answer to interrupt others’ thinking in Think Time 1. B、They should listen actively to those who are answering questions. C、They should evaluate the quality of an answer together with the teacher. D、All the above.
简答题
The teacher should repeat a difficult question several times to help the class understand it better.
简答题
Which answer to the question “What could Alice do?” indicates the responding student might be listening to other students? A、She could ask the rabbit for help. B、She could drink some potion to help her become smaller. C、She could eat up the wall, because it was made up of chocolate. D、These ways are too slow. She could kick the door open.
批判性阅读与英语教学
章节列表
2. Bloom’s Taxonomy and Higher-order Thinking
26
3. Analysis Questions
44
4. Evaluation Questions
35
5. Creation Questions
33
6. Misconceptions about Bloom’s Taxonomy
16
7. Quality Questioning
58