Script of Workshop 5 Effective Question and Answer

Sections /Trainer

Time

Instructions

Materials

Note

Effective Question and Answer

Warm up

Trainer 1:

9:00-9:25

Begin the session with the activity: “Guess the question”

Trainer writes some answers on the board, participants should guess what the question is:

e.g.

 -……?

 - In Asaka

-……?

- Classic

-…..?

- Not, actually. He is a driver.

Possible questions:

1. Where do you live?
2. What kind of music do you like?
3. Is your husband  also a teacher ?

White board

 Inform learners of objectives

Trainer 2

9:25-9:30

Tell the participants that they are going to learn about different types of questions including display and referential questions and  practice making a good question and answer talk.

PPPT or a boarding card with written objectives

Stimulate recall of prior learning

Trainer 1

9:30- 9: 45

Make an elicitation on types of questions they know. Use the following  Graphic organizer. In plenary, Brainstorm on types of questions. 

A white board

Present the content

Trainer 2

9:45- 10:10

- Tell participants about two more types of questions: display and referential.

Distribute Handout 1 with the article about “Display Questions vs Referential Questions”  by Hyunsun Chung , GMU and ask them to read the article with peers turn by turn. (It is a two-page article, which took me 6 minutes to read it in detail. It may take PP about 12-15 minutes, when they read it in turns)

When they have finished  reading, check their understanding by Response Cards. Give each pair a card with True /False. Read aloud some statements about Referential and Display questions.( Handout 2)

e.g.

1. Display questions are asked by the teacher in order to develop critical thinking. (False)

2. Referential questions have a real communicative purpose. (True)

Handouts

Guide learning

Trainer 1

10:10-10:30

Group work. Put the passage in order.

-First create  groups by using shapes: circles, squares, triangles,..

 Give each group a passage (with steps of an activity which teaches questions) which is cut into three parts.

In  groups PP will read the  pieces of passage  and put it in order.

After that, trainer asks following  question:

What kind of questions is the teacher  going to teach?

Pieces of passage

Experimental activity 1

Trainer 2

10:30-11:00

Work in groups of three. Ask PP to count to three. Ones- Group 1, twos- Group 2, threes- Group 3.

Give each group one theme from the Textbook Teens 8 and ask them to create a Question & Answer between a teacher and a student. Provide an example.

PP can use samples which are given in the article by Hyunsun Chung.

Textbook pages

 Explanation  ICQs

Trainer 1

11:00: 11:20

Lunch time:

11:20-11: 50

 Mini-lecture on the importance of ICQs.

 Present some ICQs. Ask whether they are correct or not.

Provide examples for a good ICQ. Tell them to avoid the ICQs like: Do you understand? And Is it clear?

PP work in pairs to make up correct ICQs for their lessons.

Elicit performance practice

 Trainer 2

11:50- 12: 20

Work in  groups which was created in the previous activities. PP will create an Anchor Chart with correct ICQs. When they finish they will display on the walls.

Boarding cards

Provide feedback

Both trainers facilitate.

12:20-12:40

Organize a Gallery Walk and they will give feedback on each other’s anchor charts.

Sticky notes

Assess performance

12:40-13: 10

  Work in small groups. Give each small group a case where a teacher should use a question. Ask them to provide appropriate type of question.

e.g.

Case 1:

While monitoring, the teacher notices that one of the students cannot join the teamwork. Write the question for  the teacher to ask that student.

Case 2;

The teacher notices that one of the students could not understand the instruction for an activity. Write a question for the teacher.

Case 3:

Teacher wants to check SS understanding of a text about Teenage jobs. What kind of questions will the teacher use? Give an example.

Case 4:

Teacher wants to create a questionnaire about the SS preferences about the types of music. What type of questions should the teacher use? Give an example.

Case 5:

The teacher gives an instruction about how to complete the table with 3 columns. Create a question to check whether SS understand what they will do.

Cards

Assign task for further development

13:10-13:20

Tell participant

• to prepare a good teacher and student question and answer.
• Create a set of ICQs for their lessons  in their portfolio
• Complete their Activity Tracker.

Activity tracker is provided in previous sessions.