From Closed to Open questions
Please write 1 closed question you ask students that is specific to your class.
Then rewrite the question so that it becomes a specific type of open question.
Please state the type of open question it has become (comparison, extrapolation, translation, interpretation, application, or procedural).
William,
These are good examples. Do you prefer to use open or closed questions?
Judy Mohammed
In the SRS system, how many volts does the air bag need to fire it?
answer: as little as 3 volts
What would happen if the air bag recieved 3 or more volts of charge and what would have to be replaced if the air bag discharged?
Kim,
These are good examples and should be used in your classes.
Judy Mohammed
1. When making chicken stock, what percentage of onion, carrots and celery do we use?
2. When making chicken stock, why do we use 50% onion, 25% carrots and 25% celery?
Teresa,
These are good examples and should be used in the classroom.
Judy Mohammed
Name the three ways to modify a balance sheet.
When you modify a balance sheet do you think it's easier to understand, and if so why? (interpretation)
Peter,
Good examples! These seem like great questions to use in class, do you use them?
Judy Mohammed
Robert,
Good examples! Are these questions you use or plan to use in your classes.
Judy Mohammed
With a VREF of 5 volts, and a normally closed door ajar switch; how much voltage would the module interpret at rest?
If the module reads 5 volts on that circuit,how would the module react, and what would you notice about the car? Extrapolation
Are brakes important on your car?
In your opinion, what is the most important safety system on your car?
closed - interpretation
James,
It seems that you are using questions appropriately in your classes.
Judy Mohammed
I usually ask the students a diagnostic question like, "What will cause the customer to complain of a brake pedal that will not hold pressure, what we refer to as pedal creep?" This requires the student to recall previous information he or she was given to respond correctly. To rephase the question or add to it so that it becomes an open question, I would then say, "How would you repair this condition?" This now becomes and application question and requires the student make a decision in real world terms.
Dave,
Good examples! Do you often use these questions in class? Do you plan them into your lectures?
Judy Mohammed
What piece of test equipment would you use to test voltage?
Please explain what type of testing could you do with this equipment?
(translation)
Leonardo,
Good examples. Do you use questioning regularly in your lessons?
Judy Mohammed
What component in a Basic Electrical circuit should consume most the voltage?
Can you explain to me why this component consumes most the voltage in this circuit?
John,
Good examples. Do you plan questions into your lectures? Which types do you use most often?
Judy Mohammed
When using a VAT to test a battery, what information can this equipment tell you and how would you tell the customer about the results?
Will the Micro-VAT and VAT give you the same information about the battery?
Michael,
This is great, calling students by name. We must always make an effort to learn their names. I initilaly use my roster to call on all of them - this allows me to learn their names as well.
Judy Mohammed
