Teachers' Practices of Questioning Techniques to Enhance Higher-order Thinking Skills: An Ethnographic Study.

Abstract

Nepal's school-level curriculum focuses on different skill levels, which are mainly based on Bloom’s taxonomy. The implication of this taxonomy is equally focused on the English Curriculum. Though Barrett’s taxonomy is theoretically implied for the English reading section, both taxonomies pay special attention to enhancing higher order thinking skills. However, it is neglected in classroom practices. Test papers are seen with questions about understanding level. Students are not found attempting the questions of higher-order thinking questions in standardized tests. In my observation, teachers are found unaware of classroom activities of higher-order thinking skills. So, I carried out this study to explore teachers’ practices on questioning techniques to enhance higher-order thinking skills. This study was conducted as qualitative research to explore teachers’ activities by observing their classrooms. Furthermore, the research participants were interviewed in a semi-structured format. The study found that the teachers are aware of the importance of higher-order thinking skills. They know the importance. They have theoretical knowledge. However, the classroom activities are not carried out as expected by the curriculum. Teachers are found following the textbook, trying to make students understand the content. They are escaping and ignoring the questions that demand more discussion, scaffolding, and expressing views that are prepared for higher-order thinking skills. Similarly, internal tests are seen with questions of understanding level only. Likewise, teachers seemed more prepared when they were going to be observed, as I had two research participants. The data showed that the specialized subject teacher was more pedagogically and linguistically competent than the teacher who was not recruited for a subject. The teachers need more exposure regarding specification grids because I believe that using questions ultimately enhances higher-order thinking skills. Finally, the study revealed that teachers need timely training and orientation to conduct classroom activities and enhance higher-order thinking skills and test item design.