Open Ended Questions: WHY

Open-Ended Questioning

I greatly enjoyed chatting with everyone at the ILASCD conference on March 2nd regarding the use of open-ended questions. We first dug into the why of asking open ended questions…

The above are the most important reasons. However, we can also be validated in our strong belief of using open-ended questions when we examine the research. Starting with our “go-to” source for reliable, research based information: NAECY (National Association for the Education of Young Children)…

Two more sources of information on why to use open-ended questioning are two examples of assessments/evaluations that are often used in early childhood classrooms: ECERS (Early Childhood Education Rating Scale) and CLASS (CLassroom Assessment Scoring System by Teachstone)…

Another source of information to validate the importance of open-ended questioning is the Danielson Framework for Teaching

Although there are many, many other sources of information of validation for open-ended questioning, the last one we are going to examine here is Pyramid Model

On the next blog post, we will dig into four different types of questioning to help us dig into children’s creative and critical thinking through multiple directions.

Author: DHonegger

Debra S. Honegger has worked in multiple areas of education- both general education and special education- as teacher, consultant, administrator and instructional coach- with ages from birth through adult. However, no matter where she is or what her title, she holds a firm belief in meeting the needs of each individual child while coming together as a community of learners.

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: