"classroom questions" is a correct and usable phrase in written English.
It refers to the type of questions that are asked and answered during a classroom lesson or discussion. Example: During the English class, the teacher asked several challenging classroom questions to engage the students in critical thinking.
In doing so, a dataset of teachers' classroom questions was collected, annotated manually with Bloom's cognitive levels, and transformed into a vector space representation.
International links can put lessons and world events into context: One of the good things about working with so many schools around the world is that we're able to help them connect to each other, not only to form long lasting collaboration, but also to respond to classroom questions as they arise and current events as they happen.
The actual classroom questions asked about the current learning environment; and the preferred classroom questions asked about the ideal learning environment of the students.
As seen in Fig. 7, session 2 starts with a high level of anxiety due to the classroom questions about the previous session.
"A typical student in a class asks less than 0.2 questions per hour in a classroom and the poverty of classroom questions is a general phenomenon across cultures" (Graesser and Person 1994).
According to Wilen (1991), there exist more than 21 classification systems for classroom questions (e.g., Bloom (1956), Otero and Graesser (2001), Schreiber (1967), Pate and Bremer (1967), and Graesser and Person (1994)).
It's a matter of taste". This is much bigger than a classroom question; it's a big, society-level question.
While many instructors are interested in testing new teaching approaches in their own classrooms, questions of ethics quickly arise when one considers exposing some students to new strategies designed to improve learning, while a control group may not benefit from those same experimental strategies.
The domains are particularly useful for educators who are thinking about the questioning process within the classroom, with questions ranging in complexity from lower-order types of knowledge to higher-order questions that would require more complex and comprehensive thought.
The student questionnaire included three sections: the participants' basic information, the actual form for classroom perception questions, and the preferred form for classroom perception questions.
In this real classroom environment, questions could not be randomly assigned or counterbalanced across question type.
