Methodological guide "the art of asking questions." Creative interview questions Creative questions

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“Knowledge can only come from those who have questions.”

Henry Ford

Dear Reader! Obviously the questions are: “What was the name of Alexander Sergeevich Pushkin?” And “What are the guidelines for the poet of 2030?” vary in complexity...

Below is a form for your complex questions about T creative activities:

I guarantee that I read all your questions. I cannot guarantee that I will definitely answer every question.

However, each question sent will definitely be taken into account when conducting scientific research and public events.

Please send your questions with the obligatory mark in the Subj line / Subject QUESTION by email. address:

News

From January 26, 2020, online lectures and consultations by I.L. continue. Vikentyev at 19:59 (Moscow time) about creativity, creativity and new developments in TRIZ. Due to numerous requests from non-resident Readers of the portal site, since the fall of 2014 there has been a weekly Internet broadcast free lectures I.L. Vikentieva O T creative individuals/teams and modern creative techniques. Parameters of online lectures:

1) The lectures are based on Europe’s largest database on creative technologies, containing more than 58 000 materials;

2) This database was collected over the course of 41 years old and formed the basis of the portal website;

3) To replenish the portal database website, I.L. Vikentiev works daily 5-7 kg(kilograms) scientific books;

4) Approximately 30-40% during online lectures, answers to questions asked by Students during registration will be compiled;

5) The lecture material does NOT contain any mystical and/or religious approaches, attempts to sell something to the Listeners, etc. nonsense.

6) Some of the video recordings of online lectures can be found at.

To answer your questions, we will use Europe's largest databases about creative personalities - their mistakes and achievements. It is possible to purchase in-person and online tickets on the website of the lecture hall “Concentrator”.

• 45th full-time anniversary conference website “Strategies of Creativity” will be held in the center of St. Petersburg near Nevsky Prospekt on December 21, 2019 (Saturday).

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07 Feb 2018

Each HR manager has his own secrets when searching and selecting candidates for open vacancies. Some specialists conduct stressful interviews, others try to ask non-standard questions during the interview, and some conduct “game” meetings. All these methods have their pros and cons. The candidate is unlikely to know the format of the upcoming meeting in advance, so it is worth preparing for any of the possible options. In this article, we will tell you why creative interview questions are asked and how to answer them.

Such questions are interesting for the candidate if you understand why they are being asked. Many applicants make the mistake of thinking the questions are stupid and do not find a suitable answer. Let's take a closer look.

1. What keeps you up at night?

This question aims to identify your weaknesses. Therefore, there is no need to talk about outstanding loans and unpaid housing and communal services bills. Please note that in addition to the excitement before the upcoming important meeting, you do not experience problems with sleep. Sleep is an important part of your daily routine; you not only value your time, but you also know that the body needs a certain amount of time to rest and this cannot be neglected.

2. If you were a color, what color would you be?

A great answer to this question would be “rainbow.” Each personality type is characterized by a specific color, and as a professional you need to develop each type. Based on the circumstances, you analyze whether to be red, black or green. This will show the recruiter your ability to be flexible. And this quality is highly valued in the business environment.

3. How do you cope with stress?

The ability to properly plan your time helps you avoid stressful situations. After all, you are a professional and know how to make the most of your resources. And from unforeseen circumstances, you are protected by an active lifestyle, proper nutrition and healthy sleep.

4. What is the most important part of your job?

Don’t start listing all your tasks and responsibilities. You must present the recruiter with an overall picture of your work and give arguments why this part is the highest priority for you. Be sure to mention your personal and professional qualities that help you perform these tasks successfully.

5. Tell us about your talents and how you develop them?

Please note that you need to talk about those qualities that help you in your work. To be convincing, give several examples from life where you showed yourself. Pay special attention to examples of development, where you started, where you came to, and how you achieved success.

6. Sell me this pen.

A common question asked of candidates applying for jobs in the retail sector. The recruiter evaluates your communication and sales skills. There are many nuances to this issue, which you can find out in more detail here.

7. Let's imagine that in a year our company has achieved great success. What do you think your contribution will be to this?

The answer to this question will show the recruiter how knowledgeable you are about the company’s activities and product, how well you understand the specifics of working in this area and your role in the working mechanism. It is important for the applicant not only to show that he is ready to work hard all next year, but also understands the further prospects for the development of the organization.

8. Tell us about your best period in your life.

This question will help the recruiter understand the applicant's character, level of intellectual development and professionalism. After this, he will be able to determine your role in the company and team, as well as your work potential.

9. If you are successfully employed in our company, what offers from other employers will interest you?

The answer to this question is to determine the candidate’s values, what is more important to him than material goods or a workplace. Think about your answer in advance. Advice: financial motivation will least impress a recruiter. After all, who needs employees who, at the slightest chance of getting more, will leave the team.

A role model will show the recruiter what you strive for as a person and as a professional. How well the candidate can analyze himself and his development.

11. What part of your job do you dislike doing?

A tricky question, the answer to which should be thought out in advance. In an ideal world, all employees love their jobs. However, it is not. And there are tasks that bring the least pleasure. And this fact should not be denied. It is important to note factors that will not have a strong impact on your professional activities and tasks. If, when applying for the position of sales manager, you say that you do not like communicating with people, then you are unlikely to receive a job offer.

12. What animal do you associate yourself with?

The descriptions of the animal and the features of the future position must match. Panda or sloth are not the best answers. But, for example, mornings are a perfect example; they calmly swim on the surface and purposefully dive to get what they want.

Negative questions.

During the interview, you may be asked “negative questions” that confuse some candidates. And you also need to be prepared for them.

13. Give reasons why we would not hire you.

The other side of the question, “Why should we hire you?” This question will tell the recruiter how well you can exploit your weaknesses.

14. Tell us about your biggest failure at work?

Every person makes mistakes, and that's normal. The one who does nothing makes no mistakes. And any professional, before becoming one, makes mistakes more than once. When talking about your failure (you shouldn’t talk about everything at once), focus the listener’s attention on what lessons you learned from it and that it was this incident that made you grow and develop.

15. Working in extreme conditions, what is your reaction?

With this question, the recruiter is trying to understand whether you are willing to work overtime or on weekends. And here you need to decide for yourself whether you are ready for such conditions and why you are being asked such questions.

How many times a week do you have to have meaningless conversations on topics that are not interesting to you or discuss questions that you have already discussed a thousand times, because you just need to say something? This usually happens in moments of forced waiting for something, for example, while waiting for a very slowly moving elevator in the company of one’s own colleagues or casual acquaintances during various events. To make boring conversations like this more interesting, It's worth asking people unexpected questions questions that make them think and that cannot be answered simply with a yes or no.

The result will most likely be amazing: you will learn a lot of interesting facts about other people that you would never get out of your usual boring conversation. And, as an added bonus, you will become closer to each other. Sometimes this can be really important!

If you are ready for unconventional actions, look through the list of the most successful questions, which is divided into topics for convenience.

Of course, not every one of these questions is appropriate to talk to every person or in every situation, but nevertheless, this list provides a fairly wide selection to avoid awkward silences.

Job

Entertainment

Food

Trips

Biography

Miscellaneous

A GUIDE FOR CREATIVE TEACHERS

AMGA 2017

Table of contents

1.1.

Formation of universal educational activities in primary school: from action to thought.

1.2.

Planned results of primary general education

Chapter 2

Methodological techniques and strategies that develop questioning skills

2.1.

Features of working with children's issues

2.2.

2.3.

Techniques of TRIZ technology

2.4.

Teacher's methodical piggy bank

Application

References

Knowledge can only be had by someone

who has questions.

Henry Ford

Introduction

Where does knowledge of the world begin? From curiosity, inquisitiveness and QUESTION. A child who comes into this world is interested in everything: What is this? What is it like? Why is that?Curiosity in children is the norm, even one of the signs of giftedness, so it is very good when a child asks questions, and alarming when he does not.

But why over timeDoes the child stop asking questions? Why does such an interesting period of “why” stop when the child arrives at school? Is it because at school the child is answered questions that he did not ask?

Let us recall the lines from the poem by Samuil Yakovlevich Marshak:

He pestered adults with the question “Why?”
He was nicknamed "The Little Philosopher".
But as soon as he grew up, they began to
Present answers without questions.
And from now on he is no one else
Doesn't ask "Why?" questions.

New educational standards guide teachers to search for forms and methods of teaching that are designed to stimulate interest in knowledge and research activities. The emergence of a new pedagogical task - the formation of semantic reading skills in schoolchildren - is not accidental; it is an attempt to return the child to his previous state of curiosity and personal interest. But curiosity cannot exist without questioning. It turns out that the ability to ask questions and look for ways to answer them is one of the most important elements of meaningful reading.

The art of asking questions is one of the basic skills for studying. Progress in mastering the material can be assessed in terms of the questions the student asks, which show the level of understanding of the problem and the ability of the asker to make assumptions. The ability to ask questions helps in solving intellectual problems, helps improve mutual understanding between people, determines the significance of what is being studied for oneself, which means that this skill is one of the main universal educational actions, the development of which is presupposed by the Federal State Educational Standard.

The ability to ask questions helps a person learn to answer the questions of others thoughtfully and without haste; respond by reasoning and developing your point of view. Drawing up a plan for answering a question is nothing more than breaking one big question into more “narrow” questions. It is no coincidence that many psychologists prefer to talk about art rather than the ability to ask questions: after all, a question shows not only the level of awareness, but also a person’s ability to approach the subject of study in a non-standard way.

To teach a child to ask questions, you need to change your position in relation to the student, to the subject, you need to learn to recognize both your and the child’s right not to know, to be interested, to assume.

Understanding the importance and significance of a child’s question in the process of cognition, in the process of developing semantic reading skills, the child’s ability to correctly ask and answer questions, it is necessary to study the process of formation of this skill in a child, the types and types of questions and select pedagogical techniques in the lesson.

Chapter 1. The normative basis for developing the ability to ask questions

1. Formation of universal educational activities in primary school: from action to thought. Assignment system: teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; edited by A.G. Asmolova (Series “Second Generation Standards”).

The manual provides a description of reading as part of universal educational activities, the conditions for organizing effective teaching for reading, among which are described methods of comprehending the text: asking questions to the text and searching for answers to them (in the text itself, by recalling, reasoning and inference, or by contacting the teacher and peer). These questions are addressed to the logical connections of parts of the text, connections of the text with other texts on the same topic, to individual incomprehensible sentences and words. A variation of this technique isposing a question - assumptions, combining a question and a presumptive answer to it (Isn’t it because….?., that….? Maybe this is explained by the fact that…..?)

This manual presents the main types of tasks aimed at developing and assessing the formation of semantic reading skills, among which the ability of schoolchildren to independently ask and answer questions is also tested.

Techniques for Effective Text Comprehension

1. Cindependently asking questions and searching for answers .

In the study of L.P. Doblaev, the structure of the text is presented as a set of problem situations withhidden questions i.e., a data system without an explicit question, but with the presence of conditions that generate questions and are necessary to answer them.

By posing questions, the student analyzes the material, subjects it to mental examination, identifies the main thing, feels for new connections that are not always clear to him, finds weaknesses, dark spots and gaps in himself, trying to fill them.

Often used when working with questionsB. Bloom's classification, in which stands outsix types of questions :

Simple questions. When answering them, you need to name some facts, remember, and reproduce some information.

Clarifying questions. They usually begin with the words: “So are you saying that...?”, “If I understand correctly, then...?” These questions are meant to provide the other person with feedback on what they just said.

Explanatory questions. They usually start with the word “why?” They are aimed at establishing cause-and-effect relationships.

Creative questions. When the question contains a particle “would”, and its formulation contains elements of convention, assumption, fantasy, forecast: “What would change if...?”, “How do you think events will develop further?”

Assessment questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts: “Why is something good and something bad?”, “How does one hero differ from another?”

Practical questions. They are aimed at establishing the relationship between theory and practice: “What would you do if you were the hero?”

This classification helps teach children to independently ask questions to the text. Students enjoy formulating and writing down questions about the work (at any stage of the work). This work is usually carried out in pairs and groups.

Stimulatesasking questionsand a strategy such asreading with stops.

2. Cleaving a question plan, i.e., the ability to highlight the logical and consistent structure of a text.

Method of drawing up a planallows you to deeply comprehend and understand the text. The plan is a listing of all text subjects of the text. To build a plan, it is advisable to consistently ask yourself the question “What is being said here?” as you read the text. The plan is a list of topics that make up the points of the plan.

Technique “dialogue with text” (the ability to pose questions to the text) is included as a stage in the Program for teaching text understanding (O. V. Soboleva, 2006). A special role in the program was given to the selection of text material. At the same time, the texts had to be easy to understand for a given age group, small in volume, and varied in genre.

Technique for composing questions to the text , as the main technique of studying reading, aimed at understanding the educational text - reading in educational activities (I. V. Usacheva, 1990).

Typical tasks « Formation of semantic reading" ,
(those tasks whose purpose is to test the ability to independently pose questions to the text are selected).

Task “Dialogue with text” (G. G. Granik, O. V. Soboleva, 1998)

Target:formation of the ability to perceive the text as a single semantic whole based on mastering the “dialogue with text” technique.

Evaluation criteria:

the ability to ask questions about the text (before reading);

the ability to ask questions based on the meaning of the text read (after reading);

Assignment “Learning to ask questions”

Target:developing the ability to ask questions about literary texts.

Task completion form:work in pairs and groups.

Task description:Students are asked to read the text and create questions of various types, using the general scheme given on the card.

Material:an excerpt of literary text on a card with a general outline of questions.

Instructions:Students read the text and make up questions for it using the proposed scheme:

Questions:Who? what did you do? where did this happen? When? under what circumstances?

Clarifying questions:If I understand correctly, then...?

Questions about cause and effect:Why? For what? what came of it?

Questions and assumptions about acceptable options for the development of events and actions of characters, anticipation, forecasting:what would change if...? How do you think events will develop further?

Questions aimed at determining the emotions and feelings experienced by the characters:what feelings did you experience?

Evaluative questions aimed at assessing events, characteristic features of actors, clarifying criteria for assessing certain events, phenomena, facts:did you do the right thing...? Why are some things good and some things bad? How is one hero different from another?

Questions to identify personal emotional attitudes towards events and characters:did you like...? Did you like...?

Questions that require putting yourself in the shoes of the hero of the story:what would you do if you were...?

Evaluation criteria:

the ability to compose questions that allow you to recreate a complete text;

the ability to identify the subject and predicate of a text.

Task “Techniques for comprehending text in introductory reading”
(SP. Doblaev, 1987)

Target: mastering techniques for comprehending text, includingtechniques for asking yourself a question and searching for an answer to it, posing a question-assumption, anticipation of the presentation plan, anticipation of the content, reception (mental return to what was previously read).

Task description: Students are offered a text, certain fragments of which are marked with symbols indicating the need to perform the corresponding technique. The content of the appointment is explained on the orientation card.

Asking yourself a question and looking for an answer to it (in the text itself, through memories, through reasoning, by turning to another person for information) -IN.

Statement of the question-assumption - the question has a tentative answer.

For example:Isn't it because... that...? Maybe this is explained by the fact that...? - VPr.

Evaluation criteria: adequate use of text comprehension techniques;

Task “Putting questions to the text”

Target: mastering the technique of asking questions to the text and drawing up a plan.

Task description: mastery of the technique should be carried out on the basis of homework in any academic discipline and become the subject of assessment and discussion in class.

All questions should be written down as a plan item. After completing the outline, the student should use it to retell the text he read.

Evaluation criteria:

completeness and adequacy of the drawn up plan;

correct reproduction of the text by students based on the plan.

1. Planned results of primary general education/ [L.L. Alekseeva, S.V. Anashchenkova, M.Z. Biboletova, etc.]; edited by G.S. Kovaleva, O.B. Loginova – (Second generation standards)

The manual describes the planned results of mastering curricula in individual primary school subjects, programs for the formation of universal educational activities, programs for working with information; examples of tasks for the final assessment of the achievement of planned results are given.

We have selected those planned results and examples of tasks that are in one way or another related to the formation of the ability of students to independently pose and answer questions.

UUD Formation Program
personal and meta-subject results are described upon achievement, which are formed by UUD associated, among other things, with the formation of the ability to ask questions.

Personal UUD.

The graduate will have the following skills:

educational and cognitive interest in new educational material, ways of solving a new particular problem;

orientation in the moral content and meaning of actions of both one’s own and those around them;

empathy as understanding the feelings of other people and empathizing with them.

Regulatory UUD.

The graduate will learn:

understand and retain the learning task;

plan your action in accordance with the task;

carry out step-by-step and final control over the results;

make necessary adjustments to the activity after its completion based on its evaluation and taking into account the nature of the errors made.

Cognitive UUD.

The graduate will learn:

search for the necessary information to complete educational tasks using educational literature;

construct a speech statement in oral and written form;

the basics of semantic reading of literary educational texts;

highlight essential information from texts of different types;

establish cause-and-effect relationships.

Communicative UUD.

The graduate will learn:

allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position in communication and interaction;

take into account different opinions and strive to coordinate different positions in cooperation;

formulate your own opinion and position;

to ask questions;

adequately use speech means to solve various communication problems, build a monologue, participate in dialogue;

The student will have the opportunity to learn:

ask questions necessary to organize your own activities and cooperation with a partner.

Program “Reading: working with information (text)”.

As a result of studying all subjects without exception in primary school, graduates will acquire primary skills in working with information:

search for information;

highlight and record the necessary information;

systematize, compare, analyze and summarize information;

interpret and transform it;

use information to establish simple cause-and-effect relationships and dependencies, explain evidence of facts in simple educational and practical situations;

Graduates will have the opportunity to learn:

build conclusions and make decisions based on independently obtained information;

acquire primary experience of a critical attitude towards the information received, comparing it with information from other sources and existing life experience.

Planned results of mastering educational programs in individual subjects

In order for the planned results to appear, you must be able to ask questions.

Russian language. Content line “Language system”. Section "Syntax".

The graduate will learn:

establish, using semantic questions, a connection between words in a phrase and a sentence;

Content line “Speech development”.

The graduate will learn:

evaluate the correctness (appropriateness) of the choice of linguistic means of oral communication;

observe the norms of speech etiquette in everyday life;

express your own opinion, justify it taking into account the communication situation.

Example of a final assessment assignment.

Section "Vocabulary".

Planned result:

determine the meaning of a word from the text or clarify it using an explanatory dictionary.

Read the text. Write out the explanation of the highlighted words from the text.

Literary reading.

The graduate will learn:

ask questions about educational, popular science and literary texts you have heard or read;

formulate your thought into a monologue speech statement based on the author’s text, on a proposed topic or answering a question;

conduct a dialogue in various educational and everyday communication situations, observing the rules of speech etiquette, participate in dialogue when discussing a listened/read work;

establish cause-and-effect relationships, determine the main idea of ​​the work, divide the text into parts, title them, draw up a consistent plan, find various means of expression that determine the author’s relationship to the hero or event;

use various forms of interpretation of text content: integrate message details contained in different parts of the text;

establish connections not directly stated in the text; explain them, relating them to the general idea and content of the text; formulate simple conclusions based on the text; understand the text, relying not only on the information it contains, but also on the genre, structure, language;

collectively discuss what you read, prove your own opinion, based on the text or your own experience.

Examples of tasks for the final assessment.

Section “Types of speech and reading activities.”

Planned result:

answer questions about the content of the work;

determine the sequence of events;

The skill that characterizes the achievement of this result:

ask questions about educational popular science and literary texts you have heard or read.

Students are given a text. Read and complete the assignments.

Basic level tasks:

Write questions to the text you read. Start them with:

Who_______________________________

Why______________________________

What_____________________________

Advanced level tasks:

Come up with and write a riddle question to the text you read.

Mathematics. Section "Working with word problems".

The graduate will learn:

analyze the problem, establish the relationship between quantities and the relationship between the condition and the question of the problem.

Examples of tasks.

Planned result:

evaluate the correctness of the solution and the reality of the answer to the problem question;

Skills that characterize the achievement of this result:

check the correctness of the problem solution;

analyze the answer to the problem from the point of view of its reality.

Basic level tasks:

The text of the problem and expressions for solving the problem are given. The correct expression must be marked.

The condition of the problem is given. Please ask the appropriate question.

Advanced level tasks:

The text of the problem and expressions for solving the problem are given. Pose a question to answer which you must choose the following expression.

The condition of the problem is given. State the question so that the problem can be solved in two steps.

The condition of the problem and the question are given. Change the problem statement to match the question.

Chapter 2. Techniques and strategies for developing questioning skills

2.1. Features of working with children's issues

The art of asking questions is one of the basic skills for studying.

The more questions, the greater the need for information, which leads to the emergence of new questions. This is how the world is known.

Functions of the question asked by the child.

effective text comprehension

Analysis of the text, highlighting the main thing;

Defining new connections that are not always clear to him;

Identifying knowledge gaps;

The desire to replenish them.

effective text evaluation

Clarifying your own attitude;

effective communication

Types of questions (according to V.R. Schmidt’s classification):

factual questions (for knowledge).

convergent questions (Why?, Why?)

divergent questions (What will happen if...?)

assessment question (Is it correct?)

clarifying questions (new knowledge)

combined questions (multiple question types)

repeating questions (repetition of known)

developmental questions (research beginning)

Memo for teachers “How to work with children’s questions”

All children’s questions must be answered in a scientifically accurate and accessible manner, no matter how busy you are.

It is important to praise for a good question, for the desire to find out.

Every child’s question is a great opportunity to teach him to find the answer himself.

It is important to convince the child that not knowing something is not shameful: it is shameful not to know if you can find out.

You can't laugh at a child who asks a weak question. Children have the right to make mistakes.

You can give marks not only for good answers, but also for good questions.

To teach a child to ask questions, you need to change your position in relation to the student, to the subject, you need to teach him to recognize both his and the child’s right not to know, to be interested, to assume.

Memo for the student “How to ask questions”

Not asking a question when you don’t understand is not a shame, but cowardice.

If you want to be smart, learn to ask questions.

He who asks nothing will learn nothing.

Recommendations: the proposed techniques can be used at any stage of the lesson (goal setting, student activities, monitoring and evaluation of results, reflection, homework). We recommend replacing some techniques where the authors offer questions from the teacher with questions from the student.

2. Methodological techniques and technology strategies
   development of critical thinking.

Great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. The technology for developing critical thinking is focused on questions as the main driving force of thinking. Students need to be drawn to their own intellectual energy. Thought remains alive only if the answers stimulate further questions. Only students who wonder or ask questions truly think and strive for knowledge. The level of questions asked determines the level of our thinking.

"Thick and thin questions"

Just look at this table to understand the essence of this technique.