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    The Art of Questioning

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    Lhesley Pesante
    This document discusses effective questioning techniques for teachers. It covers: 1. Types of questions including low-level vs. high-level questions and questions that require different types of thinking. 2. Guidelines for how to handle student responses, such as acknowledging all answers, following up questions, and ensuring responses are complete thoughts. 3. Specific techniques for maximizing student participation, using appropriate wait time, and responding to student questions by answering, redirecting, or admitting lack of knowledge.

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    The Art of Questioning

    Uploaded by

    Lhesley Pesante
    592 views43 pages
    This document discusses effective questioning techniques for teachers. It covers: 1. Types of questions including low-level vs. high-level questions and questions that require different types of thinking. 2. Guidelines for how to handle student responses, such as acknowledging all answers, following up questions, and ensuring responses are complete thoughts. 3. Specific techniques for maximizing student participation, using appropriate wait time, and responding to student questions by answering, redirecting, or admitting lack of knowledge.

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    The Art of Questioning for College Students

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    This document discusses effective questioning techniques for teachers. It covers: 1. Types of questions including low-level vs. high-level questions and questions that require different types of thinking. 2. Guidelines for how to handle student responses, such as acknowledging all answers, following up questions, and ensuring responses are complete thoughts. 3. Specific techniques for maximizing student participation, using appropriate wait time, and responding to student questions by answering, redirecting, or admitting lack of knowledge.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    592 views43 pages

    The Art of Questioning

    Uploaded by

    Lhesley Pesante
    This document discusses effective questioning techniques for teachers. It covers: 1. Types of questions including low-level vs. high-level questions and questions that require different types of thinking. 2. Guidelines for how to handle student responses, such as acknowledging all answers, following up questions, and ensuring responses are complete thoughts. 3. Specific techniques for maximizing student participation, using appropriate wait time, and responding to student questions by answering, redirecting, or admitting lack of knowledge.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 43

    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.

    END

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