CC BY
83useful for Learners to learn. The level of a question is also very important. If the answer to a question is too obvious, many bright Learners will not take the question very seriously and they may not volunteer a response. In this case, the Educator frequently ends up answering his/her own question in order to move along. Questions that are too difficult may also make it difficult for Learner's to respond. With practice, Educators will become increasingly better at questioning. The perfect questions are those that cause many of the Learners to demonstrate a clear understanding. Those are probably the most rewarding moments in a training as the Learners clearly show that they are learning.
PRES-formula is an interactive device aimed at reflecting students, created by Professor of Law David Mac-Koyd-Mason from South Africa. In English it is called PRES-formula (Position-Reason-Explanation (or Example) -Summary) .A short statement in accordance with the PRES-formula consists of four elements, presupposing certain introductory phrases.
A mind-map is a non-linear diagram that makes it easy to capture key thoughts and connections between ideas in a graphical / visual format [3, p. 32]. Starting with an idea, concept, or question in the center, you capture information by connecting key concepts and thoughts to the central idea. More detailed information related to these thoughts is then captured in branches that radiate out from the key concepts, away from the central idea.
Mind-mapping is a useful technique to use while reading, since the non-linear format allows you to view the entirety of your notes at a glance, then easily place new information in the appropriate branch or make connections between ideas. It's also a useful technique when solving problems or planning projects: start with a question or project description, then capture all ideas or necessary tasks in the appropriate branches. We can create mind-maps manually (with paper and pens or markers) or use software to create documents to share or archive.
References
1. Canadian Bar Association, 2006. Teaching Lawyer Skills Training Workshop: Training Methodology Material. July 31 - August 4, 2006. Vientiane. Lao PDR: Canadian Bar Association - International Development Committee.
2. McQuoid-Mason David, 2007. Interactive Teaching Methods in David McQuoid-Mason and Robin Palmer African Law Clinicians Manual. Chapter 13.
3. McQuoid-Mason David, 2004. Street Law South Africa: Practical law for South Africans. (2 Ed.) Durban.
QUESTIONING TECHNIQUES IN TEACHING ENGLISH
Saidova Z.Kh.
Saidova Zulfizar Khudoyberdievna - Teacher, ENGLISH LANGUAGE DEPARTMENT,
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses types of teaching in learning foreign languages. It deals with questioning technique which helps to increase learners' critical thinking. Here is illustrated the importance of the level of question.
Keywords: question, method, technique, learning, interactive, teaching, strategy.
There are many methods and techniques which can be effectively used by community legal advisors when teaching about the law to untrained people. The most effective are interactive Learner-centered teaching techniques rather than the lecture method. One of the best ways for community legal advisors to understand the law and how to use it is to teach it to others. It is important though to teach in a proper way to make sure that the Learners learn as much as they can and remember as much as they can. This means that the community legal advisors will often have to teach in a way they have never taught before, and may have never been taught to before.
This type of teaching is called interactive teaching. There is a reason why community legal advisors should use this type of teaching. Community legal advisors are encouraged not to use only the traditional lecture approach to teaching. The traditional teaching approach is the least effective method of passing on knowledge to Learners. There have been many studies and experiments which have shown that what is remembered by Learners depends on the teaching methods used. The amount of
information that Learners remember increases when more Learner-centered interactive teaching methods are used. The amount the information that is remembered is much less when traditional lecture style teaching methods are used.
In addition to being useful in helping people with legal problems, questioning is one of the most powerful resources available for assisting Learners in learning. Learning occurs when an individual combines new facts, skills, and beliefs with his/her existing knowledge and value systems. Good questions make Learners think about how the subject matter they are discussing relates to things they already know or have experienced. To do this, the questions need to be sufficiently open-ended so that they make the Learners think about how the new information they are learning can combine with information they already know. Questions should encourage discussion and not only one or two word answers to be useful for Learners to learn [1, p. 28].
Open-ended questions tend to start with words like why or how. This way the Learner must think about a variety of possibilities before giving an appropriate answer or answers. For example: 1 .Does the Law on the Family apply to this person's situation? (Closed)
2. Which part of the Law on the Family would apply in this person's situation? (Somewhat open-ended)
3. Why does the Law on the Family apply to this person's situation? (Open-ended)
4. How do you decide which part of the Law on the Family apply to this person's situation? (Open) [2, p. 19].
The level of a question is also very important. If the answer to a question is too obvious, many bright Learners will not take the question very seriously and they may not volunteer a response. In this case, the Educator frequently ends up answering his/her own question in order to move along. Questions that are too difficult may also make it difficult for Learner's to respond. However, rather than move on, Educators should use additional ways to help Learners answer the questions themselves. A new Educator often tends to allow too little time for the Learners to respond. A pause of 5-10 seconds can seem like a long time when waiting for a response. If the question is at the right level, giving time for Learners to think individually about the answer can be very valuable to their learning. The Educators should really try to avoid answering the question for the Learners and only do this if there is no other reasonable way for the Learners to get the answer to the question.
With practice, Educators will become increasingly better at questioning. The perfect questions are those that cause many of the Learners to demonstrate a clear understanding. Those are probably the most rewarding moments in a training as the Learners clearly show that they are learning. Strong readers practice active reading, meaning, the reader uses strategies to make himself think and naturally decodes written words. Active reading strategies make it more likely that a student will understand a text. There are six strategies commonly associated with active reading:
Connecting, visualizing, questioning, inferring, determining importance in text, Synthesizing [3, p. 200]. Questioning is a strategy that readers use to engage with the text. Questioning techniques help the reader to clarify and comprehend what he is reading. Struggling readers tend not to ask questions of themselves or the text as they read. Teachers who model how to ask questions while reading help children to learn how to build interest with the text and become stronger readers.
References
1. Canadian Bar Association, 2006. Teaching Lawyer Skills Training Workshop: Training Methodology Material. July 31-August 4, 2006. Vientiane, Lao PDR: Canadian Bar Association -International Development Committee.
2. McQuoid-Mason David, 2007 Interactive Teaching Methods in David McQuoid-Mason and Robin Palmer African Law Clinicians Manual. Chapter 13.
3. Open Society Forum - Mongolia, 2006. Mongolian Paralegal and Methodology Manual - Draft manual.ll Ulaanbaatar. Mongolia: Open Society Forum.
