Sunday, September 15, 2013

EIGTH BLOG ENTRY



Convergent Questions

A convergent question is a specific question which represents the analysis and integration of given or remembered information. These questions could be a 'yes' or a 'no'. It is a question that does not permit a long conversation or any significant creativity. These kinds of questions could be are called yes no question because they are the most often use.  They are usually use by teachers when they want to get just a simple answer.

As, I said this questions are questions with a specific answer. They lead you to an expected result or answer. These questions usually start with what, where and when example: what is your favorite color? or did you eat today?

I think that this kind of question doesn’t make students to think because they just have to say a simple answer.  But I know that they are very useful when you just want your students to participate in class and you know that they are kind of shy, this is a good way to help your students to lose their fear to talk in front of their classmates.

Divergent Questions

A divergent question is a question that has no specific answer. It could have more than one answer. A divergent question makes one analyze and encourage greater involvement and have more accurate assessment because students have to do a good analysis of answer the question, I can say that this questions help students to think well and give the most appropriate answer to the question.


Divergent questions usually begins with suppose, predict. If... then, can you create.
These types of questions are always open-ended, allowing the students to express themselves as they demonstrate their ability to reason in the subject.

I believe that these two kinds of question are effective when you are teaching, but we as teacher have to know when is appropriate to use convergent or divergent questions in the classroom because sometime the topic will not allow us to use convergent and other topics will not allow us to use divergent or vise versa.



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