5% of teachers only, according to research findings, ask high order thinking questions in classrooms. What are the reasons for that?

I never thought of that, in fact. I guess, the other95% tend to ask simpler and more accessible questions, just like I do in classroom

for me i have spending long time to concentrate on course content/context, later on i found the result will be10% of students only in the scope of observed students. we have many of missed learning techniques to raise the ratio.

If you think about your learning path starting from feeding knowledge and end to grades submission you will find many of development required!!!

1- Curriculum Development every semester based on course evaluation: we have to develop it Vertically for student development and Horizontally for student perception and skills. and include all required activities to support that.

2- Course Material: Syllabus, Handout, References, inspirational samples...etc

4- Practice, Assignment, Projects, quizzes and exams for skill development

3- Assessment Criteria: attach rubrics for success clearance .

The most Important part is:: Teaching Techniques

i am closing the door of class/hall/studio to start a big sight, we have to grab100% of student attention, to prepare their mind for the knowledge absorption,  and ignite their curiosity is important !!!

Lack of knowledge of the subject taught by the teacher.

If the research is correct then it may be due to lake of knowledge on the subject. It must improve the knowledge by sincere and frequent study on the subject to deliver the educational duty as required towards the Students, college / University and the Society as well.

It means that this research needs to be conducted on a much wider scale in order to come up with a more realistic percentage!

We can't generalized the results of the study for all the teachers, specially when research is conducted on specific group . Reason may demand Of subject or may be age group sometimes lack of subject base knowledge or sometimes. Teacher wants to produce100% results by asking simple questions in tests , they only address "what" (questions) and definitions of terms but ignore "why" and "how" (questions). Workshops , training courses or professional development oppertunities may play good role role in this regards. Professsional standards for teachers are much helpful in this regard

Suggested that a good education to prepare a training plan for how to prepare students for good study and how to analyze the questions and answer them properly and required. This is based on a training plan for teachers and mentors to hold sessions between the owners and competencies of trainers and teachers through workshops to hone their skills, they will give a lot of results required for all parties ..

Thank you

 

 

Depending on the classroom or the learning environment, there might be several explanations for this.

 

On the one hand, taken for granted that the teacher has all the information/knowledge on the subject and has acquired the necessary teaching skills and techniques, she/he can intentionally or unconsciously adopt this approach to adapt to the learner’s level and reach a maximum audience because of the diversity of the learners (difference in culture, level of intelligence, level of assimilation/understanding, fast/slow learners…etc.).

 

On the other hand, this is an approach which could be adopted as a result of limited knowledge on the subject combined to lack of preparation, in order to avoid uncomfortable situations.

 

In either case, a good teacher is the one who makes it easy for the learners to understand his message, whatever the method used.

I think they would like them to get used to thinking and creating different solutions.

My opinion is that teachers are trained to transfer knowledge to children that are not on a higher order thinking platform. Teachers need to develop techniques to start asking higher order questions. This can only be done if more "application" to the knowledge questions can be incorporated. In other words, the teacher should be able to transfer knowledge and then be able to ask the children to apply that knowledge.

As a teacher once, its to extend the reasoning capacity of a student at a tender age although that is bit outdated and introduce more hand-on applicable questions.