These are two types of questions you can use that are very different in character and usage….Open questions

Asking questions is a natural feature of communication, but also one of the most important tools which teachers have at their disposal. Every question demands a response (except in the case of requests and suggestions), so that questions inevitably generate communication.

Break the ice and get to know people better by selecting several of these get-to-know-you questions.

• Who is your hero?
• If you could live anywhere, where would it be?
• What is your biggest fear?
• What is your favorite family vacation?
• What would you change about yourself if you could?
• What really makes you angry?

In English, there are four types of questions: general or yes/no questions, special questions using wh-words, choice questions, and disjunctive or tag/tail questions. Each of these different types of questions is used commonly in English, and to give the correct answer to each you’ll need to be able to be prepared.

Let’s start with everyday types of questions people ask, and the answers they’re likely to elicit.

• Closed questions (aka the ‘Polar’ question)
• Open questions.
• Probing questions.
• Leading questions.
• Loaded questions.
• Funnel questions.
• Recall and process questions.
• Rhetorical questions.

• They ask the respondent to think and reflect.
• They will give you opinions and feelings.
• They hand control of the conversation to the respondent.

Factual; Convergent; Divergent; Evaluative; and Combination

• Factual – Soliciting reasonably simple, straight forward answers based on obvious facts or awareness.
• Convergent – Answers to these types of questions are usually within a very finite range of acceptable accuracy.

Level Three questions go beyond the text, yet must show an understanding of the ideas in the text. These questions typically require reasoning, complexity, and/or planning. If it’s a level three question, you explain/justify your thinking and provide supporting evidence for reasoning or conclusions you make.

A multiple-choice question (MCQ) is composed of two parts: a stem that identifies the question or problem, and a set of alternatives or possible answers that contain a key that is the best answer to the question, and a number of distractors that are plausible but incorrect answers to the question.

A true or false question consists of a statement that requires a true or false response. There are other variations of the True or False format as well, such as: “yes” or “no”, “correct” or “incorrect”, and “agree” or “disagree” which is often used in surveys.

True-false tests contain statements that the student marks as being either true or false. In order to qualify as true, all parts of the statement must be true. In general, true-false tests check your knowledge of facts. Again, general study skills and best practices apply to studying for true-false tests.

Objective questions are those based in fact, where a respondent’s answer can be determined as right, wrong, true or false. An example of an objective question would be to ask where someone lives or what they bought from your store.

From Wikipedia, the free encyclopedia. Objective tests are measures in which responses maximize objectivity, in the sense that response options are structured such that examinees have only a limited set of options (e.g. Likert scale, true or false).

Three common types of objective test items are multiple-choice, true-false, and matching. The term “objective” is used because the answers for these types of test items are either right or wrong and require no interpretation or judgment on the part of the scorer as is the case with subjective tests like essays.

Within the organization there are three levels of objectives: strategic goals, tactical objectives, and operational objectives.

By making sure the goals you set are aligned with the five SMART criteria (Specific, Measurable, Attainable, Relevant, and Time-Bound), you have an anchor on which to base all of your focus and decision-making.

Examples of objectives include:

• I will speak at five conferences in the next year.
• I will read one book about sales strategy every month.
• I will work with a coach to practise my networking skills by the end of this month.

In summary,

• Cognitive objectives emphasize THINKING,
• Affective objectives emphasize FEELING and.
• Psychomotor objectives emphasize ACTING.

Objective is defined as someone or something that is real or not imagined. An example of objective is an actual tree, rather than a painting of a tree. Objective means someone or something that is without bias. An example of objective is a juror who doesn’t know anything about the case they’re assigned to.

The general objective is a statement that summarizes the central idea and purpose of a work. The specific objectives detail the processes necessary for the complete performance of the work. General objectives. Specific objectives.

It’s important to understand that these different types of objectives aren’t mutually exclusive….What are objectives?

• Process objectives.
• Behavioral objectives.
• Community-level outcome objectives.

Here are some tips to help you get started:

1. Identify the Level of Knowledge Necessary to Achieve Your Objective. Before you begin writing objectives, stop and think about what type of change you want your training to make.
2. Select an Action Verb.
3. Create Your Very Own Objective.
4. Check Your Objective.
5. Repeat, Repeat, Repeat.

Example of Strategic Objectives:

• Financial Growth: To exceed $10 million in the next 10 years.
• Financial Growth: To increase revenue by 10% annually.
• Financial Efficiency: To decrease expenses by 5%.
• Financial Efficiency: To increase net profit by 10% annually.

They indicate the desirable knowledge, skills, or attitudes to be gained. An instructional objective is the focal point of a lesson plan. Objectives are the foundation upon which you can build lessons and assessments and instruction that you can prove meet your overall course or lesson goals.

An aim is a general statement of intent. It describes the direction in which the learner will go in terms of what they might learn or what the teacher/training will deliver. An objective is a more specific statement about what the learner should or will be able to do after the training experience.

The lesson objective, which is usually located at the beginning of the plan, focuses on the end of the lesson and states what skills you want your students to have learned or what knowledge you want them to have acquired when the lesson is finished.

Let’s start with the first part of every lesson plan — the lesson objectives!

• Lesson Objectives. Lesson objectives list what students will be able to do after completing the lesson.
• Related Requirements.
• Lesson Materials.
• Lesson Procedure.
• Assessment Method.
• Lesson Reflection.

The 4-A Model Lesson plans are an important part of education. They’re a written plan of what a teacher will do in order to achieve the goals during the school day, week, and year. Typically, lesson plans follow a format that identifies goals and objectives, teaching methods, and assessment.

So what is it? The 7 Es stand for the following. Elicit, Engage, Explore,Explain, Elaborate, Extend and Evaluate.

The Madeline Hunter “seven step lesson plan.” The basic lesson plan outline given above contains the so-called “Hunter direct instruction lesson plan elements:” 1) objectives, 2) standards, 3) anticipatory set, 4) teaching (input, modeling, and check for understanding), 5) guided practice, 6) closure, and 7) …