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Appropriate Applications of Generating Questions

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Appropriate Applications of Generating Questions

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Generating questions can be implemented into any lesson because it is used to understand student knowledge. The outcome you want from the assessment will decide when you will use it.

- It would be appropriate to use generating questions at the beginning of a lesson if you want to learn about the student's prior knowledge.
-It would be appropriate to use it at the end of a lesson if you would want to make sure the students absorbed the content taught.
-There is no inappropriate time or way to use question generating.

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The students will engage in a lesson about fractions. After the lesson, they will use the knowledge of the content and generate questions based on what they know. They can use a guide that will help them develop the questions. The guide is shown in the student example. Students will then turn to their partners and take turns asking their questions. (“Question Generating Handout,” n.d.)

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The lesson teaches how fractions with the same denominator can be compared. A number line will be used to show how fractions with the same denominator are ordered from smallest to largest. Once this knowledge is established, the fractions will be compared with <, >, =.  (Mathematics Learning Standards, 2017)

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After participating in a classroom activity, the students will be able to compare fractions with the same denominator and demonstrate this using symbols (<, >, =) by creating relevant questions based on their knowledge of the content learned.

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Question Generating is when the student and the teacher switch roles and the students are the ones coming up with the questions. In doing this form of assessment the students formulate a list of content-specific questions. These should not be questions the students still wonder about, but should be questions that are answered/ related to the content already given. Question generating can be used as an indicator of the extent the child understands ideas that underlie the topic. (“Question Generating Handout,” n.d.)

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Paiyton Riley, Mairead Egan, Julia Stegner, Monique Mckenrick

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Paiyton Riley, Mairead Egan, Julia Stegner, Monique Mckenrick