THE ART OF QUESTIONING

BY: ASTRID ALVAR CARMELA KALAW KRESH ANAJAO MICHAEL SALA

Types of questions

ASTRID ALVAR

QUESTIONING
An interrogative expression often used to test

someones knowledge.-Webster A situation where the teacher is probing or inquiring from the student as a feedback mechanism to find out if they have already grasped or understood the lesson or the matter being discussed.- Castro The heart of any effective teaching strategyFraenkel (1973)

USE OF QUESTIONS
1. 2. 3.

4.
5.

6.

To stimulate pupils to think To motivate pupils To diagnose pupils difficulties To discover pupils interests To develop the ability to evaluate and organize materials or experiences To aid pupils to relate pertinent experiences to the lesson

USE OF QUESTIONS
7. To focus pupils attention on the key points of the 8.

9.
10. 11.

12.

lesson To develop new appreciations and attitudes To provide drill or practice To show relationships, such as cause and effect To encourage the application of concepts To encourage pupil evaluation

TYPES OF QUESTIONS
A. According to the thinking process involved
Low-level questions 2. High-level questions 2a. Specific Functions of high-level questions -seek or contain evaluation -seek or search for influences where newly acquired knowledge is related to something which was previously learned 3 ways: a.)Deduction b.)Induction c.) Seek comparisons
1.

TYPES OF QUESTIONS
B. According to type of answer required 1. Convergent 2. Divergent

TYPES OF QUESTIONS
C. According to the degree of personal exploration or valuing Valuing- a process in which students explore their feelings Components: 1. Choosing freely 2.Choosing from alternatives 3. Choosing after considering the consequences of alternatives

COMPONENTS
4. Prizing and cherishing 5. Affirming the choice to others 6. Acting upon choices 7. Repeating

TYPES OF QUESTIONS
D. Other types of questions 1. Descriptive questions 2. Intrusive questions 3. Clarifying questions 5 Ways

5 WAYS
Asking clarifying questions for more information and meaning b. Requiring the students to justify response to increase the students critical awareness c. Refocusing the students attention where the teacher may ask a student to clarify or explain a different, but related issue d. Prompting the student by suggesting or giving a hint or reminder e. Redirecting the question so that other students may participate in the discussion.
a.

CHARACTERISTICS OF GOOD QUESTIONS

1. 2. 3.

4.
5.

Simple and clear Definite Challenging and thought-provoking Adapted to the age, abilities and interests of the students Requires an extended response

EFFECTIVE QUESTIONING TECHNIQUES

CARMELA CLARE M. KALAW

I. General and Directed Questions

General question - often asked to check the level of

understanding of the entire class.

Directed question - done to better control and

distribute discussion among students, to elicit participation and to reward and/or motivate a student.

II. Maximizing Student Participation

call students by their names
try to encourage all students to participate randomly select students to respond beware of the student who dominates in class avoid asking all questions at the end of the session avoid looking down at notes after asking a question nonverbal reactions should complement your verbal

responses

III. Wait Time

The pauses between asking a question and soliciting

an answer maximum amount of time is 57 seconds as a general rule:

lower-level questions = less wait time higher-level questions = more wait time

IV. Handling Student Responses

a) Reinforcement - making positive statements or

by using positive nonverbal communication.

b) Probe - asking the student explanatory questions

to explore initial comments.

c) Adjust/Refocus - instructor can refocus the

discussion to encourage the student to tie the response to the content being discussed.

d) Redirect - ask another student to comment on the

statement, or get more information on the topic from another student.

e) Rephrasing 3 strategies: a) Rephrase or reword the question to make it clearer. b) Provide additional information to help students come up with the answer. c) Break the question down into more manageable parts.

V. Responding to Student Questions

1.

The instructor answers the question.

2. Redirect the question to the rest of the class. 3. Help the student answer his/her own question. 4. Ask the student to see you after class for the

answer.

5. Defer the question to a more appropriate time. 6. Refer the student to a resource where he may find

the answer.
7. Admit that you do not know the answer: a) You will find the answer and report back to the class tomorrow. b) Assign another student(s) to find the answer. c) Ask students to develop a strategy for finding the answer.

Blooms Taxonomy: Cognitive Domain

Level of Blooms Taxonomy Knowledge Comprehension Level of Thinking Recall of memorized data Understanding and interpretation of information Using information in new situations Breaking whole into parts and showing relationship Combining new elements into a new structure Assessing a situation based on criteria Terms and Phrases used in Questioning Define, How, What, List, When, Where Compare, Contrast, Explain, Give an example, put your own words, why Apply, Consider, Use this information, How would you Classify, Explain your reason, What evidence, What hypotheses, What if Create, Generalize, Plan Predict, Construct Appraise, Decide, Evaluate, Justify, Judge, How would you rate

Application

Analysis

Synthesis Evaluation

How to handle responses of students

KRESH JAN ANAJAO

8 techniques to handle responses

A teacher should make every

effort to show an appreciative attitude toward student answers.

8 techniques to handle responses

A teacher should never allow

wrong answers to slip by; otherwise the students will learn wrong facts and concepts.

8 techniques to handle responses

Correct answers of students should

be followed with encouraging remarks by the teacher.

Commendations should be judged

by the nature of the response.

8 techniques to handle responses

Clarity in every point expressed

by the students should be insisted upon by the teacher.

8 techniques to handle responses

Answering in concert should be

discouraged.

8 techniques to handle responses

A teacher should encourage

students to answer in a loud and clear voice.

8 techniques to handle responses

Students should be encouraged

to answer in complete thought units and grammatically correct statements.

8 techniques to handle responses

A teacher should refrain from

marking the students in his record book during the class recitation.

Guidelines in handling the Answers to Questions

MICHAEL SALA

1. To avoid yes/no answers or one word answers, be quick to follow up with questions such as: WHAT, WHY, WHEN, HOW, etc.

2. Do not repeat the answers. The class must be trained to listen to the response of their fellow learners.
Ex: Add two more to that list which Marie has given to us or What is your opinion of Maries answer?

3. Encourage answers in the learners own words where these reflect thought and understanding.

4. Do not accept the answer I DONT KNOW.

5. Insist that the learners answers your question in complete sentence.

6. Encourage a learner who has tried to answer but has answered incorrectly by commenting You are almost correct, Partly correct, etc.

7. Acknowledge all answers given regardless of their accuracy.

( Dont just say NO or THATS WRONG)

8. When calling a learner to answer a question but who remains silent and cant develop answers, give him a little time to formulate his thinking.

9. If a learner is answering your question and another learner interrupts to give his thinking, control the situation by telling the interrupting learner to hold off just until the person speaking has given his thinking.

10. If there is a learner and trainee who, after giving his answer which is wrong, still insists that he is right, dont condescend to argument.

11. If there is a learner in the class who underestimates the importance of the lesson, tactfully direct the most difficult fact question to him, especially those questions where the answers require much experience or background.

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