REFLECTIVE JOURNAL - 16 - THE POWER OF THE OPEN ENDED QUESTION

In my last Practicum class, the lecturer asked us to present a Set Induction for a lesson. However, in planning and conducting the Set Induction, she instructed us to focus on asking open ended questions. Initially I did not think much of the request , however, as I attempted to construct my Set Induction, I realized I was stumped.

I knew what I wanted to do and how I wanted it done, but all the questions that came to me were closed or structured. At that point I realized I lacked another integral skill or tool for effective teaching - the skill of asking questions.

Before that class, I never gave thought to attributing "power" to any type of questioning method. I thought I was quite competent in this regard because I ask questions everyday. "How difficult could it be to ask a group of Primary School learners some questions? What's the big deal? I thought. "At the end of the day, the lesson will still be delivered." Thankfully, that narrow minded way of thinking was dispelled by the close of my last Practicum session.

My lecturer highlighted the fact that in comparing open ended and closed questions, we should not perceive one as right or wrong, good or bad, superior or inferior; each type of question has its place and serves a purpose.

The power of the open ended question lies in allowing teachers to connect with their students. Teachers can have a greater influence on their students if those students feel a sense of connectivity.

Open ended questioning causes the students to answer freely without intimidation. The students gain confidence in knowing there are no right or wrong answers, and that their opinions matter.

The nature of the open ended question causes the learner to think deeply. They are forced to "probe" their own minds to discover what they truly think or feel about a particular subject matter. The teacher therefore gains greater insight into the thinking processes and abilities of his or her students, and the students discover their perspectives as a worthwhile contribution.

Open ended questions also open a door for multiple perspectives to be highlighted. It is impossible for anyone person to have all the answers regarding a particular subject matter. Open ended questions is one way of ensuring a well rounded view is achieved or explored.

Bearing these in mind, the power of open ended questioning should never be underestimated. When I demonstrated my Set Induction, I experienced first hand how a lesson may take a slightly different slant to what I had perceived, simply because I chose to incorporate open ended questions. The bonus for me was that the spontaneous and unpredictable answers caused the Set Induction to play off better than I had anticipated. The activity was more enriching.

REFLECTIVE JOURNAL - 15 - IMPACT OF PERSONAL TEACHING PHILOSOPHY ON LEARNERS

In a previous blog post, I expressed the view that I believe education  should empower learners in a holistic manner. With each successive Practicum experience (theoretical), I am realizing more and more that such "empowerment" would not occur if left up to luck and chance. It is not automatic. I, the teacher, must make it happen.

One way I can ensure the learner is empowered is by critically and strategically giving thought to my lesson planning process. This involves the writing of proper objectives. I must confess that in my pre - teaching experience, I have not given the writing of objectives sufficient thought. However, having since been exposed to Bloom's Taxonomy, I shall never look at writing objectives the same way again.

While I believe in the student - centered approach to teaching, upon reflection, I have been guilty of conducting many teacher - centered lessons. This was not intentional on my part, rather, it stemmed from me lacking the tools to write proper objectives.

Adherence to Bloom's Taxonomy in writing objectives helps the teacher take the students from "the shallow to the deep". Herein lies the goal of any educator. Herein lies the blueprint for the successful empowering of the learners.

In writing my objectives, I must ask myself some pertinent questions:

• Why am I writing those objectives?
• What is my purpose for writing them?
• What level of Bloom's Taxonomy can be used for my objectives?
• What personal belief or philosophy is influencing the objectives that I am choosing?

As an educator, I owe it to my learners to provide them with the best quality instruction. This requires careful thought and planning. It begins with the formation of my lesson's objectives. Yes, I believe writing objectives is a personal affair. It is therefore important for me to be clear about why I select certain objectives and not others. I must know what I wish to achieve, why I think it should be done in a particular manner and how I intend to execute my goals.