2. INTRODUCTION
A question is any sentence which has an
interrogative form or function.In classroom
settings,teacher questions are considered as
instructional cues or stimuli that convey to
students the content elements to be learned and
directions for what they are to do and how they
are to do it.This calls for the teachers careful
planning and crafting of questions .
3. INTRODUCTION
Question s should play a central
role in the learning process.Because of this,
we need to carefully plan our questions in
order to guide the students toward further
investigaion and a deeper understanding of
the concepts being stressed.In other words,we
need to teach them how to think critically
,logically and creatively by exposing them to
culture of thinking through our good
questioning.
4. PRINCIPLES OF QUESTIONING
• Distribute questions so that all, including non-
volunteers, are involved.
• Balance factual and thought provoking questions.
• Ask both simple and exacting questions, so that the
poorer students may participate and the brighter
students may be extended.
• Encourage lengthy responses and sustained answers.
• Stimulate critical thinking by asking:”to what
extent?””how?””under what
circumstances?””why?””compare…..”
5. PRINCIPLES OF QUESTIONING
• Use the overhead
technique:1)questions2)pause3)name
• Ensure audibility, then refuse to repeat questions or
answers.
• If a student asks a question,don’t answer it until you’ve
asked the class,”how would ou answer the
question…?
• Personalize questions.
• Suggest partnership by inquiring,”how can we….?”
6. Purposes of Questioning
1. To interest,engage and challenge the learners;
2. T check on prior knowledge;
3. To stimulate recall and use of existing knowledge and
experience in order to create new understandings and
meaning;
4. To focus thinking on key concepts and issues;
5. To extend learners thinking from the concrete and
factual to the analytical and evaluative;
6. To lead learner through a planned sequence which
progressively establishes key understandings.
7. Purposes of Questioning
7.To promote reasoning, problem solving,evaluation and the
formulation on hypotheses.
8.To promote learner’s thinking about he way they have
learned.
9Develop critical thinking skills and inquiring attitudes and
reinforce student understanding.
10.Provide feedback and enliven classroom discussion.
11.Nurture insights by exposing new relationships.
12.Assess achievement of instructional goals and objectives.
13.Stimulate students to pursue knowledge on their own.
8. Criticizing your questioning techniques
Once should be aware of the level and type of
questions he/she asks during atypical
lesson.He/she should also be able to asses and
eventually elevate the level and type of
questioning he/she uses engage students for
deeper understandings.The following technique
will be of help.
9. PROCEDURE
To assess the types of questions asked a video or
audio-tape recording of a class needs to be made.
As soon as possible after the class is over, which
and/or listen to the recording and choose a ten minute
segment for analysis.
Write down in its entirely each questions that you ask
during this ten minute segment:i.e., write out every
word from the beginning of the question up to the point
at which you cease speaking and wait for a response.
10. TYPES OF QUESTIONING
Different types of questions are recognizable based on
the intensions of the questions and the nature of the
anticipated answers.
1. Factual questions are used to get informations from
the student and often test rote memory.
2. Clarification question intend to provide clarity to
both students and teachers.Such questions have
important clueing effects and help students to revisit
their earlier statements with alternative perspectives.
11. TYPES OF QUESTIONING
3.Broadining or extension questions enlarge
the existing theme.Explore implications of the
response and can be useful in opening up
further possibilities such questions can be
used to assess additional knowledge of the
students.
4.Justifying questions probe for assumptions
and explore reasons for particular answer.The
questions require significant comprehension
and reasoning skills on the part of the
students.
12. TYPES OF QUESTIONING
5.Hypothetical questions are used to explore students
understandings of complex situations beyond the
scope of a particular encounter by creating
hypothetical scenarios.Hypothetical questions often
come in handy during the latter part of teacher-student
interactions when the basic facts and concepts are
already established.
6.Questions about questions probe for reason for the
question that students and teachers.This allow the
students to verbalize their reasoning and
understanding of the events leading to their own
questions.
13. Types of Questions
7.Redirect questions address the same
question to several question and distribute
responsibility. The benefit of such questions
include generation of a wider variety of
responses and allowing students to evaluate
each other’s contributions. This technique
shifts the focus from teacher-student
interactions to students-students interactions.
15. Levels of Questioning
1. KNOWLEDGE: requires that the student
recognize or recall information.
Examples:
What is the main idea in ________?
What are the characteristics of ________?
How is _______ related to _________ ?
16. Levels of Questioning
2.COMPREHENSION: requires the student to think on
low level such that the knowledge can be
reproduced or communicated without a verbatim
repetition.
Examples:
What does “singing the blues” imply ?
Which term does not belong in this sentence ?
A lion is to pride as ________ is to flock.
Explain why paul is a developing character in the
story.
17. Levels of Questioning
3.APPLICATION: requires the student to solve or explain
a problem by applying what he or she has learned to
other situations and learning tasks.
Examples:
Looking at the map, state the possible locations for the
cultivation of wheat.
Choose from the array of water colors and paint a
picture of a rock.
How would you get in contact with the person who was
supposed to meet you?
18. Levels of Questioning
4.ANALYSIS: requires the student to solve a problem
through the systematic examiation of facts or
information.
Examples:
Study pictures
What feature of the land allow cultivation.
Which vehicle would most likely be used to travel ?
Do the above answers tell you what kind of occupation
most people living here would you have ? Why?
19. Levels of Questioning
5.EVALUTION: requires the student to make an
assessment of good or not so good according to
some standards.
Examples:
Indicate in what ways this is a beautiful poem.
Appraise the speech’s effective based upon the
class criteria.
20. Levels of Questioning
6.SYNTHESIS: requires the student to find a solution
to a problem through the use of original, creative
thinking.
Examples:
Design a sand table so that you can study
different kinds of erosion.
Offer two proposals to solving the crowding on our
school’s halls at lunch.
Propose a plan for getting others in class to be
quiet when someone else is talking.
21. Characteristics of Good Question
I. Objective:A question should be based on a pre-
determined Learning Objective and should be
framed in such a way that it tests the objective
effectively.
II. Content validity:The question should assess the
same area of content which it intends to assess.
III. Instructions:It should specify a particular task
through the instructions.For this, appropriate
directional words should be used and structured
situations ahould be given.Instructions should be
precise and clear.
22. Characteristics of Good Question
IV.Language: A good question must be framed in a
clear ,precise and unambiguous language, well
within the comprehension of the students.
V.Scope:The scope of the answer should be in
accordance with the estimated time and marks
alloted to it.
VI.Delimited scope of the answer:The language of
the question should be specific and precise so
that the scope of the expected answer is clearly
delimited or defined.
23. Characteristics of Good Question
VII.Difficulty level:A question should be written keeping
in view the ability of the students for whom it is
meant.The difficulty of the question depend upon the
ability to be tested,the content area to be tested and
the time available to answer it.
VIII.Assessing power:A good question must assess or
discriminate between the bright students, average
and the other students.
IX.Value points:Value points or marks carried by a
question as a whole and also its sub parts should be
clearly mentioned.
24. Questioning strategies and techniques
1. Create a classroom culture open to dialogue.
2. Use both pre-planned and emerging
questions.
3. Select an appropriate level of questioning
based on the student ‘s needs.
4. Avoid tricky questions that require only yes or
no answer.
5. Phrase questions carefully, concisely and
clearly.
25. Questioning strategies and
techniques
6.Address questions to the group or to individuals,
randomly.
7.Use sufficient time.
8.Respond to answer given by students.
9.Deliberately frame questions to promote
students interest.
10.Use questions to identify learning objectives for
follow-up self study.
26. Series of steps that student will follow
• Describe what happens next:
• Research the ideas generated?
• Follow up with larger group?
• Generate action items for follow-up:
• Start turning ideas into reality
27. OBJECTIVES
a. List at least six principles of good questioning .
b. Define the six levels of cognitive thinking according to bloom;
c. Write at least three questions at each of the six levels of
questioning under the bloom’s classification system.
d. Justify the categorization of each question developed in
specific level;
e. Create a 10 min micro lesson during which minimum of five
different questions, two of which must be above the
comprehension level, will be asked
f. Using the 10 min micro lesson, analize the questions used.
