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Purposes of Oral Questioning - 14300_57
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Navy Instructional Theory - Military manual for teaching in the military
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Interest-Arousing    Question
Ask   questions   at   times   that   suit   your   presentation   of   course   material. require   students   to   think   before   answering.   Don’t   use   questions   that   give Plan  questions  that away  the  answer  or that   students   can   answer Use  of  Interrogative with  a  simple  yes  or  no. Use  the  interrogatory  word  or  phrase  at  the  beginning  of  your  question  so  that  students  know immediately  when  you  are  asking  a  question. Let’s  consider  two  examples  where  this  is  not done:  (1)  The  two  sizes  of  firehose  most  frequently  used  in  the  Navy  are  what?  and  (2)  You  can determine  whether  or  not  explosive  vapors  are  in  a  compartment  by  what  means? Questions  worded  in  this  way  handicaps  the  students  in  at  least  two  ways.  First,  the  students are  expecting  a  declarative  statement,  not  a  question.  Second,  they  cannot  identify  the  meaning of  the  question  until  the  final  words  are  spoken.  Note  the  improvement  in  these  same  questions when  the  interrogatory  word  or  phrase  is  placed  at  the  beginning:  (1)  What  are  the  two  sizes of   firehose   used   most   frequently   in   the   Navy?   and   (2)   By   what   means   can   you   determine whether  or  not  explosive  or  toxic  vapors  are  in  a  compartment? Clarity   of   Meaning Avoid  the  use  of  catch  or  trick  questions  as  a  teaching  device,  especially  for  beginners.  Make sure  the  wording  of  the  question  conveys  to  the  students  the  true  or  intended  meaning.  The students  must  understand  what  you  want,  regardless  of  whether  they  know  the  correct  answer. “Where   are   storm   warnings   flown   aboard   ship?”   is   a   good   question;   but   “Where   are   storm warnings   flown?”   fails   to   indicate   what   point   is   being   tested. Make  your  questions  brief,  and  limit  them  to  one  thought.  To  include  too  many  factors  in a  single  question  confuses  the  students. Ask   well-stated,   clearly   understood   questions   in   a normal   conversational   tone   as   part   of   the   lesson.   After   each   lesson,   reevaluate   your   questions in   light   of   how   the   student   responses   contributed   to   better   learning. TYPES   OF   ORAL   QUESTIONS Learn   to   use   oral   questions   throughout   the   lesson.    Use   them   in   the   introduction   to   create interest  and  focus  attention  on  the  subject  matter  and  during  the  lesson  presentation  to  ensure student   understanding.   Then   use   them   at   the   end   of   the   presentation   for   review   and   drill purposes. Feel   free   to   ask   factual,   thought-provoking   and   interest-arousing   questions   as   often   as   you choose.  Other  types  of  questions  may  serve  one  or  more  useful  purposes  if  used  sparingly,  but may  prove  ineffective  if  you  use  them  too  often. Factual   Question The  factual  question  asks  for  specific  information;  for  example,  “When  was  the  first  U.S. nuclear   powered   submarine   built?”   Although   the   primary   purpose   of   the   factual   question   is   to help   students   memorize   facts,   it   may,   under   certain   conditions,   have   important   secondary 46

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