Nominated questioning is a classroom technique where the teacher selects specific students to share their group's answers, rather than allowing volunteers or calling upon students randomly. This method aims to promote active participation and ensure all groups are accountable for their learning.
How Does Nominated Questioning Work?
Here's a breakdown of the process based on the provided reference:
- Group Work: Students work together in small groups to discuss and find answers to a given question or task.
- Teacher Nomination: Once the groups have completed their work, the teacher nominates specific individuals from each group to present their findings. This is not based on random selection; the teacher actively chooses who speaks.
- Presentation of Answers: The nominated student shares their group's answer with the class.
- Acknowledgement: The teacher typically responds with a simple "thank you" after each response.
- Follow-Up Questioning: The teacher might ask clarifying questions, such as "why did your group think that?" This helps to delve deeper into the reasoning behind the answers.
- No Correct Answer Revealed: Importantly, the teacher does not immediately reveal the correct answer, encouraging further discussion and critical thinking.
Benefits of Nominated Questioning
Here are some benefits associated with using this technique:
- Increased Accountability: Because any student can be nominated, every group member is more likely to actively participate and understand the material.
- Enhanced Engagement: This active form of questioning can promote engagement by creating an environment where participation feels safer than open callouts.
- Opportunity for Reflection: The "why did your group think that?" prompts help students reflect on their reasoning and consider different perspectives.
- Assessment: While not explicitly stated as assessment, the technique allows the teacher to gauge individual student and group comprehension.
Practical Insights
- Nominated questioning can help balance student input from the more reticent as well as the most vocal.
- It fosters a culture of collaborative learning within the group and for the overall classroom.
- Teachers can use this technique to identify areas where students may need extra help or clarification.
Example
- The teacher asks groups to brainstorm the causes of a specific historical event.
- After group discussions, the teacher nominates a student from group A, then another student from group B, and so on, to explain their groups' conclusions.
- The teacher thanks each student for their answer and might ask, "Why did your group select that cause?"
