Introduction

Elicitation Techniques

Elicitation is a term that describes techniques which enable teachers to get learners to provide information that they already know by activating their prior experiences and knowledge gained from course reading and discussions, rather than telling them. When learners can link new knowledge to something they already know, they are more likely to remember it long term. Elicitation is at the heart of student-centred learning.

Using Pictures and Guided Questions

They say a picture is worth a thousand words. Carefully chosen pictures that clearly target a concept are effective for ELLs because they are not language dependent. Learners can connect the picture to their prior experience so they do not have to struggle with decoding the language first to determine the underlying concepts. Pictures let ELLs quickly understand the concept and free up processing time to focus on how to express what they know about the subject.

Look at the pictures in this collage and determine what they could elicit from the students if presented in class as part of the lesson.

Using Actions and Guided Questions

Role plays, videos and demonstrations help students make connections to the course content.

List three activities that you could connect to the following demonstration to support mastery of course content.

Using Charts and Graphic Organizers

KWL Charts can be used to elicit what students already know, what they want to know and what they have learned by the end of the lesson – it is a helpful tool to gauge student learning. Use of graphic organizers like VENN diagrams can be used to have students illustrate their understanding of one concept in relation to another.

Questioning Techniques

Our final comparison involves the role of teachers. In traditional classrooms, teachers generally behave in a didactic manner, disseminating information to learners. In constructivist classrooms, teachers generally behave in an interactive manner, mediating the environment for students. Constructivist instructors engage learners to participate actively using interesting questions, problems, and materials.

Traditional didactic teachers disseminate information to learners. If they do pose questions to students in class, it is generally to check basic understanding of course information. In constructivist classes, teachers use questioning techniques to help students build knowledge collaboratively. Skillful use of questions supports student-centred learning. Depending on the type of questions posed, learners can either become actively engaged or they can interact with the course learning activities at a superficial level. Through effective use of questions, teachers create a learning experience that invites authentic reflection and discussion.

Structured vs. Open-Ended Questions

Structured questions are close-ended questions designed by the instructor to elicit specific responses. Generally they require low cognitive load to respond to and may be easier to answer as they generally require regurgitation of factual information rather than personal opinion.  Open-ended questions do not have an expected response and consequently have a higher cognitive load. Reponses are not predetermined and are based on learners’ experiences, feelings and understanding.

Convergent vs. Divergent Questions

Questions can be convergent or divergent.  Convergent questions are typically factual with one or limited acceptable answers. An example of a convergent question is “What is the capital of Canada?” There is only one correct answer and this question just requires recall. Leaners may be reluctant to respond because they fear making a mistake. Furthermore, the responses will end as soon as the “target” answer sought by the teacher is given.  A convergent question, on the other hand, encourages a variety of responses that are not necessarily predetermined.  There can be a number of ‘correct’ responses and convergent questions are likely to generate discussion. An example of a convergent question is “What is the difference between “all natural” and “organic”?

Lower Level vs Higher Level Cognitive Questions

Lower level questions draw on memorization, comprehension, or application. There is usually only one correct answer or a pre-determined narrow range of acceptable answers. Lower level questions generally require a few words or very brief responses.   In contrast, higher level questions require more cognitive engagement. These questions that require analysis, synthesis, or evaluation, are more likely to generate extended discussions. Higher level questions encourage students to examine the question from multiple perspectives as there is no one right answer.

Divergent, higher order question types generate more meaningful interaction than convergent lower order question types. Questions should elicit and build on pre-existing understandings that students bring
with them and tie in directly to the key concepts the students are learning. Questions should be relevant and connected to the learning outcomes.