ffi"W MIJRDOCH

UNIVERSITY
Y PERTH. WESTERN AUSTRALIA

Observation Sheet - Questioning

Graduate Standards - AITSL

Professional Knowledge: {. Know students and how they learn
Professional Practice: 2. Plan and implement effective teaching and learning

Question Type

Do you feel your questions \'':-s., yvt uz-<{1.e-zs Wrurl Hr dL

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were clearly structured and
readily understood by the
qf ,{y-"u1l {o 'il^L 'a"lcv+'hoa' At
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students? i or...-l Jh.o,r1tn '-t*L- 5+e4 ol tl'e ft ohlAa'v'
7 n er,il o'h- ';W,hr-ts f, 'tssis f t^ so/vrzy
atue ptbiut l*k'l enov '1 -'-* fk /'4'ri
t{?.
lrl**'c( q.uebh.vtir-t - ell'^^--J ht *n++tbi
Did you use a variety of
question types?
ii"+ ytlor ali' **lLlt evt opy'+lw- '\ k)
t?AOolL o(.
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h qd ,*he-./*o.rr0 lo t9rne- u'f va{h otrl
a"t!,oer.
ry&)ol
\Mat balances was there
,i- ,t"i p*nh1p&he.', fryheutnJ z

between the various ,,,.lhO al*-et whlt

,ottlr<.4A Ond .

questions Wpes? , svrnhTl Vv.a.f tJ: , wMt urd brw.

" z^tt,,vtpLzi, aslei*q ler a.n e-x*ru/l,,
. iaPlrvthAq I vtV,ttl c*ytl tttze- rUerk out
, cgitlcx*latrg, la irilgtuer| &arn frv.ar'O<ts
rAa l<ts I
. A{ Wbu,;vvxi,.t "{ ect'ch k44<n I
Consider both why and
when you made use of the
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0 r-p, e.{.rs lc;>O,t
-
different question types?
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1se-J'yl,e- ,Wlctnue- oQ' qr/e*hu-, inq os I
s t c-gpa<l (h ,w .ry ro t44'vt '
h 4lw h
7

27
Murdoch University
Distributing and Directing Questions

Nwu' -t l''t'l**ls nwte> l

Did you recognise any /,'?'@ '
or oPPuo'4 4''a* i4 94n+4t th'z/*'l'S
pattern in the distributlon
'd'a''c'
yourquestions amongst the dn5*e41.',41 fu f, kl
students? Consider 3asons
rr
fr*hoa",'ihis ru<- ryjrg

ror this pattern? :?diffIi rfL*":F,u* h" r.

1:A
i ,,oor.,l4 1,utiil r
5 +" il; +Y t T#(;,ffi*tr'ff*fu
How have you directed
ln[g.t*al cLrit-sh*,i'h4 t q,orrl .(hrovlh
po^*,c,pir,lr;*r, ,1 wt qi/ q; rc il"lolt*ts
questions to the group?

d q,yp+hon onrl.'*ii f fs a,n eyt5il*l. iP no

qnL*ur I leo"ta/ de+nonrbalt lW c.wlr2tt;u*

Have you used "wait" time? Ya,abor{ io - ig x-ru,ols "{Jt e*,1

Did you make eye contact
with the group as you
directed your questions?
Vt*zhu.
$r^rt i ur-./'P"fr
,n{-,nu( qvusha-s
;;i;r"r,1h * o' po'lr';d , i *" 1/-
so3n {L'u ,ol"n 1o gai n on o7y*.i,4*
g{ +L-r. te-ae,"hv 1" '-f';,,u ?t,s'h; ,

Reactions to Student's Responses

How do you dealwith correct Y., ,

I ulr-Ld L ll 4* st-rrloral ,?/*/
responses? Do you qualify Jrr/ v4n-ll et {kornt< .-Yh-ent "(b,
any praise given?
tv i tua,lz c{,/n <rrt'u+
er^ +LrP- r i#r"'fi
Cot

How do you dealwith I wp "I l,tl\ w"ilu/ ,q u,4 h I

incorrect responses? How
5+rr,t/*1 tvd ir *in ,*te./ qttc/ 1)rwq,
do you deal with students
.t'L"*., " fl^e,r'r* n*+-"t . 1krr4 (
who stumble and grope for 'weul",( rk-4 {lrwr* -tt<- aryriruta4.
an answer?

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Murdoch University
What use do you make of {Ylrr- 4{ |t.'L lnr>n,-, uthcrt s4eppny
the student's responses to
develop the teaching point?
lheu"gll Probtpl*,s whex- roefo4*s, fir*
cJltwt illo"uen/ trte-'*o vrL +14-
Have you redirected any .r?4o,,stz 40
questions in order to add to n 10 W nex* P,.l
ynovQ- o 0\ tt z-,tt-1"1i,
an initial response?
or Ptob4, q,r++ I a lso *"rc-/ "1o t
OW tfuoba{, lvtv olurd b"t orl"hiut
{l.L qn>,ut4> +re -n<- tntha[ "p*hlprL.
Are you the only evaluator of 0n Moat Oc tcs55 I c?,S
-

t u/a5 l, ot*^uf
the student's answers?
1\uu we,rL sfucbtls athp see.rnea/ +o
eruol Po,.ho,ya*'n.1 wLto wrulr/
-Stali*r+> cilso
Ce',irdA e+V,{ cTttJc'tQg ota/ .

+b olY"npl ++ exflaia t+ t,n &*{'no'

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OverallComments

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/rruh;rh wi'ls
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-l'14q st,fltsi"o1i
feu4h\le arr,l wi ll i ,n q 10 pur*r,-i pal<. . rmez{or s ki"q
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lesoo't.*"{ t +'''t-"/
,* 3.
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&'e,-r^W at
'iJuriZi's'uy
." tht5 wo/ k.4 ea a.{e-*'
occasie?s
V; r,"; +h"j f *ri 'tzn/ 114' iorv**-t 6xv754eau 'o'/
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"

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e teu A anol f * o, a blt- lD c'b)'

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hstu *," I h att5,t4-/ i.y tv['<n 7 , i n* cr f 'o bbr- so/u

29

Murdoch University