Questions and answers session on 'Project Strategy of Teaching'

We were ask to read before hand on the project strategy of teaching in order to have the question and answer session in our next session. We were sitting in an arrangement forming a 'U' shape. The first question went to Migma Dorji, then counted to four and the person next to that person was to answer the next one. the questions covered all the content in the hand-out that was provided to us to read such as the definition, types, procedures and so on. The question were random and unpredictable leaving us with only one option that is to read the whole content of the note or the hand-out provided to us.

Reflection on the group presentation on 'Questioning Strategy'

We started the session with the regular meditation on that day. The very presenter was Dessang Dorji who defined the strategy as "to create life long, independent learners who uses questioning as a tool to learn". Than he talked about the features such as up-to the students level, brief, clear and simple and so on. Than the next presenter Yeshi Dema explained on the classification of questions such as: -

• literal level question which is the most often used in the classroom
• the inferential level which means to think and search
• applied level
• thinking time/wait time
• no hand questioning and so on.
•  basketball questioning where the moved and brought for discussion among students.
• conscripts and volunteers where the teacher selects volunteers to answer.
• phone a friend where the student take assistance from a friend through phone.
• Hot seating where the is placed in a 'hot seat' and asked questions.
• and others like preview, pair rehearsal, big question, fat question, skinny question and seek a partial answer. 

I came to know regarding the three types of Questioning strategies
i. Socratic Questioning : - 
Socrates the greatest educator taught through questioning his students. His uses Six different to draw answer from his students such as 1. Conceptual clarification question where they are make to think about what they are asking. 2. Probing Assumptions where they are make to think about the presupposition  and unquestioned beliefs. 3. Probing rationale, reasons and evidences  4. Questioning viewpoints and perspectives  5. Probe implications and consequences 6. Questioning about the questions.  

ii. Bloom's taxonomy : -
where Benjamin Blooms focuses on the six levels of question parallel to the six levels of thinking like
1. Remembering
2. Understanding
3. Applying
4. Analysing
5. Evaluating
6. creating

iii.  Kipling Questions: -

which is based on 5 wife and one husband. The 5 Ws are what, why, when, where who and the H how.

Role of teacher

• model of critical thinking
• Respect students views
• probe their understanding and shows genuine in their thinking.

Role of students

• participates when called upon
• answer questions are carefully and clearly as possible
• address the whole class so that everyone can hear their answer
• be as succinct as possible
  

Continuation on the lesson on the Deductive Teacing Strategy

We continued on the same session on the deductive teaching strategy. We looked at the advantages and disadvantages of the strategy. As discussed the prominent advantages of the strategy were: -

• less time consuming as time being one of the factor.
• it is different from the rode learning as in involves logical interlinking of the elements.
• Most teaching materials and curriculum can be easily taught through this strategy.
• it involves all levels of questions.

And the disadvantages of this strategy are: -

• student's active involvement and participation is missing in the beginning of the lesson.
• As the strategy is a teacher-centered approach, it may not be challenging for the brighter students.

 Next we discussed on the role of  teacher in the strategy: -

• presents principles and generalization
• need to plan and prepare detail information including materials
• teacher has maximum authority
• teacher should have abstract content and illustrate the with examples
• provides guidance and scaffolding to the students.

Session on Deductive Teaching Strategy

As usual the session started with the mediation which was the part of our GNH classroom. Than we started with the actual session that was on 'Deductive Teaching Strategy'. We were done the previous topic that was om the inductive way of teaching in the classroom. This strategy to me was where the things such as principle or generalization are presented first and than the testing and application of those presented are been done or else was the opposite of the inductive strategy. Than we discussed the purposes which was to help students with learning disabilities to enhance their learning which is the most important of all. After that we discussed on the phases in the deductive teaching strategy. It has four phases: - i. Presentation of Abstraction where the principle and generalization are presented. ii. Teacher illustrate it with examples  where the teacher provides examples to illustrate the abstraction. iii. Students gives examples of the concepts and apply them in a new situation where the students responses by giving their own examples and try using the abstract idea in a new context or situation. iv. Students restates the concepts or definition that they've learned where the tries to put the learned idea in their own understandable forms and words.