4. LEARNER CENTERED APPROACH
EESDP LEARNING
STRATEGIES:
EXPERIENTIAL LEARNING
QUESTION & ANSWER
WELCOME TO the FINAL MODULE of OUR WEBINAR SERIES

5. WEBINAR MECHANICS
• Webinar will run for 2 hours
• PRESENTION – 40-50 minutes
• REACTION PANEL – 15 minutes
• CHATS – continuous
• HOMEWORK for assessment
at the end
• With the aim to help you understand the learning strategy
• Your learning must continue after this webinar
• You will have home tasks to fulfill for you to get a certificate
• Please use https://www.facebook.com/eesdp for your continuous learning.
• You may submit your home task outputs or send feedback to Inbox of
facebook.com/EESDP and Email: eesd.2020@gmail.com

6. YOUR REWARD: DIGITAL CERTIFICATES OF YOUR
PERSONAL LEARNING ACHIEVEMENTS

7. PLEASE JOIN US FOR THE NEXT SERIES
TO BE SCHEDULED EVERY WEDNEDAY
• BELOW IS OUR LINK TO THE WEBINAR ON ZOOM. PLEASE MAKE
SURE YOU REGISTERED FOR FREE TO BE GIVEN ACCESS
• Topic:
EESDP Trainers' Webinar Pilot Series:
• Time: 2-4PM WEDNESDAYS
• Join Zoom Meeting:
https://us02web.zoom.us/j/4555659164...
• Meeting ID: 455 565 9164
• Passcode: EESDP2021

9. PRESENTOR
TAVANH KHOUNBOLAY
Department of Teacher Education,

10. INTERACTIVE
TEACHING
MODULE 3.4
English version
QUESTION AND ANSWER
1
2
3
4

11. WE WILL APPROACH THIS BY:
• LOOKING AT
MISCONCEPTIONS/MISUNDERSTANDINGS ABOUT
THIS TECHNIQUE
• UNDERSTANDING MORE ABOUT ACTUAL
CLASSROOM DYNAMICS (REAL TALK among
experienced teachers)
• THEN FINDING SPECIFIC BEST
PRACTICES/TECHNIQUES TO IMPROVE OUR
APPLICATIONS

12. 12
DON’T ALL TEACHERS KNOW HOW TO
USE THIS EFFECTIVELY?
DO WE REALLY NEED TO LEARN THIS?
ເຈ
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ເຂ
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ໃຈ​
ບ
ໍ່ ?

13. 13
"What does a teacher (asking questions of a class)
expect the class to learn from the questioning
process?"
Why bother to ask questions?

14. In the CHAT BOX, type “1”
IF YOU AGREE WITH THESE OBSERVATIONS
IT IS NOT SO SIMPLE
Some teachers might answer that the reason to ask
questions is to check for understanding…
1. After we have taught a principle or concept,
teachers usually ask, "Does everybody
understand?" Even though we all realize that
students not answering -- or even answering
“YES”-- may not really understand, we still ask it
out of habit.
2. How many times do we ask this useless question
during a day of teaching?

15. • What we really end up telling the students when we
ask this sort of question is:
 "Ok, here is your last chance. If you don't ask any
questions, then you understand completely, and I am free
to go on to the next subject.”
 “Because I asked this fair question, and gave you a fair
chance to answer, no one can blame me for any lack of
understanding on your part."
• The fallacy with this thinking is that sometimes the
students:
 do not understand that they don’t understand, and
 if they do not know what they don’t know yet, there is
no way that they can ask a question about it.
IN REALITY…
ANY
QUESTIONS?
ເຈ
ົ້ າ​
ເຂ
ົ້ າ​
ໃຈ​
ບ
ໍ່ ?

16. • The other element about this question is that it is a yes-
or-no question, and we all know it’s:
 all too easy to guess what answer the teacher wants to hear,
(“doi!”)
 does not push the students into the higher-order-thinking
level. (just say yes or no, usually students just say “yes” anyway)
• How do we then go about appropriately checking for
understanding?
• We ask specific questions!
 Great, you may be saying, but
 HOW DO WE DO that?
KAW JAI BO?!

17. FIRST, LET’S ANALYZE THE
TYPICAL CLASSROOM DYNAMICS
• If we look at the dynamics of any classroom:
• It doesn't take more than a week for students to figure out who is smart, who is
not, and who doesn't care.
• What is worse, studies show that after fourth grade, students know how they are
perceived (by both teacher and classmates) and play their roles accordingly.
(smart vs not smart vs don’t care)
• Example here is a question: "Class, if you could stretch string from here to
the moon, how many balls of string would it take?"
• The students who know they are not smart are not going to take the bait, and
• neither will the students who do not care.
• This leaves the smart kids as the only ones interested in answering, and almost
before the question is finished, they have their hands up with an answer (right or
wrong).
• The other two groups of kids (not smart and don’t care) are perfectly fine with this
routine.
• Most likely, they will complacently say to themselves, "Let them answer the
questions so I don't have to."
If you observed this too,
TYPE “2” in chat box

18. A RESEARCHER ACTUALLY
STUDIED THIS AND WAS
SURPRISED…
I spent the day as a first grader, a
third grader, a fifth grader, a
sixth grader, and a ninth grader.
I followed these students to all
their classes. One astounding
thing that I discovered is that
some students went through a
whole day -- maybe even weeks
and months -- and never
answered a single verbal
question!

19. Yes, but the motivated student
who answers will help the whole
class to learn the answer?
That might be true if the whole class were
listening, but, when the teacher starts pacing the
room and stops to ask a question, if the students
know that the question will be open to the entire
class, then most likely two-thirds of the class will
not even pay it any attention and continue
doodling or daydreaming. (anyway everyone
knows either they are not the smart ones or don’t
care, so just “behave” and be quiet, let the smart
ones answer)

20. WHAT IF WE TRY TO CHANGE? (CALL NAME OF STUDENT)
“Bountham, which is heavier:
1 kg. of rocks or 1 kg of
cotton?”
Raised hands slowly recede and all eyes are on
Bountham. Well, some eyes are on Bountham.
The rest of the students just breathed sighs of
relief that their names were not called.
Once again, maybe one-third of the students are thinking about
an answer, but more surely, the rest are just glad it wasn't them.
(The question asked is not their problem anymore, and
neither is the answer)
But while Bountham is
thinking of the answer, the
rest of the students are,
too. Wouldn't that be nice?

21. SO, HOW DO
TEACHERS ASK A
QUESTION THE RIGHT
WAY?

22. A SIMPLE, EFFECTIVE APPROACH
Mary Budd Rowe did a lot of research on this.
• She proposed that teachers simply ask a question, such as
"What do you call it when an insect kills itself?"
• pause for at least three seconds, and then
• say a student's name: “Phetsamone."
Mary Budd Rowe (1925–1996)
was an American science
educator and education
researcher, best known for her
work on "wait time," which
showed that when teachers wait
longer for children to answer a
question, learning and inference
can dramatically improve.
By doing this, all the students will automatically be
thinking about an answer and only after another
child's name is said will they sigh in relief because
they were not chosen.

23. LET’S CALL THIS THE 3-SECOND RULE FOR QUESTIONING
• Creative teachers accompany this technique with a system to
make sure that every child gets to answer questions in a random
fashion. If it is not random, then once they answer a question,
they think they have answered their one question and are done
for the day.
• So, if we are not planning to use total physical response (TPR)
(that’s another module) to have all the students answer
questions at the same time, then at least we should be:
1. asking a question,
2. pausing for (at least) three seconds and then
3. saying a student's name in order to get the most effect out of
questions.
WHO LEARNED THIS TECHNIQUE FOR THE FIRST TIME TODAY? PLEASE TYPE “3” IN CHAT BOX NOW

24. FEEDBACK TIME…
• WHO ACTUALLY TRIED THIS TECHNIQUE BEFORE AND FOUND IT
EFFECTIVE? PLEASE TYPE “2” IN CHAT BOX NOW
• WHO HEARD OF MARY BUDD ROWE AND HER “WAIT TIME” FOR THE FIRST
TIME? TYPE “01” IN CHAT BOX.
• WITH THE TYPICAL CLASSROOM DYNAMICS WE DESCRIBED ABOUT “SMART
STUDENTS” “NO SMART STUDENTS” “STUDENTS WHO DON’T CARE” AND
THE TYPICAL RESPONSE TO QUESTIONS: PLEASE TYPE “A” IF YOU AGREE
AND “B” IF YOU THINK OTHERWISE.
• WHO JUST REALIZED WE HAVE BEEN USING “CLOSED QUESTIONS” SO FAR?
(IT MEANS YOU HAVE PRIOR KNOWLEDGE OF “OPEN AND CLOSE” TYPES OF
QUESTIONS.
• WHO CAN SHARE ABOUT OPEN AND CLOSE QUESTIONS PLEASE?

25. INPUT:
OPEN AND CLOSED QUESTIONS
A CLOSED QUESTION USUALLY RECEIVES A SINGLE WORD OR VERY SHORT, FACTUAL
ANSWER. FOR EXAMPLE:
 "ARE YOU THIRSTY?" THE ANSWER IS "YES" OR "NO";
 "WHERE DO YOU LIVE?" THE ANSWER IS GENERALLY THE NAME OF YOUR TOWN OR
YOUR ADDRESS.
OPEN QUESTIONS ELICIT LONGER ANSWERS. THEY USUALLY BEGIN WITH WHAT, WHY, HOW.
AN OPEN QUESTION ASKS THE RESPONDENT FOR HIS OR HER KNOWLEDGE, OPINION OR
FEELINGS.
 "TELL ME" AND "DESCRIBE" CAN ALSO BE USED IN THE SAME WAY AS OPEN
QUESTIONS.
 HERE ARE SOME EXAMPLES:
• WHAT HAPPENED AT THE MEETING?
• WHY DID HE REACT THAT WAY?
• HOW WAS THE PARTY?
• TELL ME WHAT HAPPENED NEXT.
• DESCRIBE THE CIRCUMSTANCES IN MORE DETAIL.

26. APPLICATIONS
Open questions are good for:
• Developing an open conversation: "What did you get up to on PI MAI
vacation?"
• Finding out more detail: "What else do we need to do to make this a
success?"
• Finding out the other person's opinion or issues: "What do you think about
those changes?"
Closed questions are good for:
• Testing your understanding, or the other person's: "So, if I get this qualification, I
will get a raise?"
• Concluding a discussion or making a decision: "Now we know the facts, are we
all agreed this is the right course of action?"
• Frame setting: "Are you happy with the service from your bank?"

27. HOW CAN WE MAKE QUESTION AND ANSWER MORE FUN?
GAMIFY IT
MAKE IT PART OF A THINK-
PAIR-SHARE SESSION
MAKE IT PART OF A
BRAIN STORM
COMBINE IT WITH
OTHER TECHNIQUES
ALL OF THE ABOVE

28. The Power of Questions aligned to Specific Thinking Skills
(Bloom’s Revised Taxonomy)
While asking questions may seem a simple task, it is perhaps the most powerful tool we possess as teachers.
If we ask the right question of the right student at the right moment we may inspire her to new heights of vision
and insight. A good question can excite, disturb, or comfort, and eventually yield an unexpected bounty of
understanding and critical awareness.
But MORE THAN THIS, question-asking serves many functions that make it the stock in trade of the skillful
teacher. Good questions can:
•Motivate student learning and fuel curiosity
•Foster intellectual development and stimulate critical thinking
•Assess student understanding
•Guide discussion and shape a positive learning environment
CREATE QUESTIONS THAT CAN DEMONSTRATE LEARNER’S:
 LOWER ORDER THINKING SKILLS (REMEMBERING, UNDERTANDING, APPLYING) AND
 HIGHER ORDER THINKING SKILLS (ANALYZING, EVALUATING, CREATING)

29. END OF PRESENTATION

30. DISCUSSION AND SHARING EXPERIENCES
 HOW DO YOU ASSESS YOUR OWN CURRENT QUESTIONING SKILLS
(POOR/FAIR/GOOD)
 HOW USEFUL DID YOU FIND OUR LAST MODULE: Q&A (A BIT USEFUL/
USEFUL/VERY USEFUL)
In your opinion, what are the BIGGEST challenges in using Q&A for most
Lao teachers?

31. 31
ຍ
ິ ນດ
ີ ຕ
ົ້ ອນຮ
ັ ບຄາຖາມຂອງທ
ໍ່ ານ !
ກະລ
ຸ ນາຍກມ
ື ຂ
ົ້ ນເພ
ືໍ່ ອໃຫ
ົ້ ເປ
ັ ນທ
ີໍ່ ຮ
ົ້
ຈ
ັ ກ
ຫ
ື ພ
ິ ມຄາຖາມຂອງທ
ໍ່ ານລງໃນ:
ZOOM CHAT BOX
(ສ
ຸໍ່ ມເລ
ື ອກ 3 ຄາຖາມ ໃຫ
ົ້ ຜ
ົ້ ເຂ
ົ້ າຮ
ໍ່ ວມ ຫ
ື ຄະນະຮ
ັ ບຜ
ິ ດຊອບ
ເປ
ັ ນຜ
ົ້ ຕອບ)

32. 32
SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The Institute for Education Administrators Development (IFEAD)
The EESDP Project Management Unit (PMU)
The Project Implementation Consultants of INTEM Philippines
Hosted by:
Phonexay Soukkaseum
Presenter:
TAVANH KHOUNBULAY
Reactors:
Ajan Ket of DTE/Ajan Outhit of RIES Ajan Houmphanh of RIES/ Ajan Sengkeo of DTE
Ajan Lamphoun of IFEAD, Ajan Vongduean of DTE, Ajan Keomannivanh Phimmahasay, Ajan Somphone of DGE
Technical Support: (ICT/Assessment)
Joel Wayne A. Ganibe, Phoungkham Somsanith, Phonexay Soukkaseum, Jamil Lagunzad
Chat panelists:
Ajan Bounheng, Ajan Phouangkham, Ajan Manichanh, Joel, Nadet

33. THE END