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The Art of Questioning

The document discusses the importance and role of questioning in the teaching process. It begins by defining what a question is and noting that teachers typically ask hundreds of questions per day. It then covers the functional purposes of questioning, including identifying student understanding, extending learning, and informing future lessons. The document outlines different types of questions teachers can ask, such as open-ended interpretive questions and closed questions. It also discusses characteristics of effective questions and common pitfalls to avoid in questioning. Overall, the document emphasizes that skillful questioning is key to teaching students and promoting higher-order thinking.

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Andrea Galang
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359 views32 pages

The Art of Questioning

The document discusses the importance and role of questioning in the teaching process. It begins by defining what a question is and noting that teachers typically ask hundreds of questions per day. It then covers the functional purposes of questioning, including identifying student understanding, extending learning, and informing future lessons. The document outlines different types of questions teachers can ask, such as open-ended interpretive questions and closed questions. It also discusses characteristics of effective questions and common pitfalls to avoid in questioning. Overall, the document emphasizes that skillful questioning is key to teaching students and promoting higher-order thinking.

Uploaded by

Andrea Galang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Presenter:

Background:
The Presenter ➢ CAAP Avionics Lic. Number: 135394-Aviation
Maintenance Specialist
➢ Graduated Bachelor of Science in Aviation
Electronics Technology (2015) at Philippine
State College of Aeronautics
➢ Current Faculty Head & Technical Instructor at
FDSA Aviation College of Science and
Technology Inc. (2019-Present)
➢ Former Avionics Mechanic at Philippines Airasia
(2017-2019)
➢ Former Sheetmetalist/Aircraft Builder at Vans
Aircraft Company (2016)
➢ Former Flight Coordinator at Asian Aerospace
Ms. Joanna May B. Zuñiga Corporation: Airtaxi.ph & GreenHeli (2015-
2016)
“To question well is to teach well. In
the skillful use of the question more
than anything else lies the fine art of
teaching; for in it we have the guide
to clear and vivid ideas, the quick spur
to imagination, the stimulus to
thought, the incentive to action.”
—Charles Degarmo (1911)
OBJECTIVES:
❑Develop a deep understanding on the
functional role of questioning in enhancing
student’s learning
❑Critically assess the circumstances under
which certain types of questions maybe more
useful
❑Frame questions that are appropriate for the
target skills to be developed in the students
Introduction
WHAT IS A QUESTION?

➢ is any sentence which has an interrogative form or


function.
➢ a sentence worded or expressed so as to elicit
information.
➢ they always end in a question mark. Often,
interrogative sentences begin with who, what,
where, when, why, how, or do.
➢ Socrates: Teaching is the art of asking questions.

➢ Guy Claxton: Good learning starts with


questions, not answers.

➢ Albert Einstein: In the middle of difficulty lies


opportunity. The important thing is not to stop
questioning.
SKILLFUL QUESTIONING
It involves:
➢ Knowledge of the various uses of the questions
➢ The characteristics of a good question
➢ The techniques of questioning
➢ The techniques of handling the learners’
responses.
➢ It often takes many years of classroom experience,
professional reading, and self-evaluation for a teacher
to be a proficient questioner. All the while, the teacher
must make a constant and persistent effort to improve
his questioning ability and technique (Dalao, 2007)
➢ Teachers spent approximately 80% of the school day
asking questions (Leven and Long, 1981).
➢ Typical teacher asks between 300-400 questions per
day.
STARTER QUESTIONS:
➢ Do you ask students to come up with their own ideas
and to think aloud?
➢ Do you encourage your students to explain their
reasons for their answers?
➢ Do they get the opportunity to ask their own
questions?
➢ Is it okay to give a wrong answer in your classroom?
➢ Is everybody’s opinion valued by everyone?
Functions
of Questioning
Why do we ask questions?

✓ Good questioning encourages deep thinking and


higher levels of cognitive processing.
✓ Good questioning encourages the same good
questioning from the students as they discuss with
their teachers and with each other.
PURPOSE OF ASKING QUESTIONS DEPENDING ON
STAGES OF LESSON PLANNING & DELIVERY:
STAGES PURPOSE
1. Warming – up revising, recalling,
motivating
2. Presentation eliciting
3. Practice practicing the taught
material
4. Production checking comprehension
(wrap-up)
OTHER REASONS:
➢ To manage and organize student’s behavior
➢ To find out what students know
➢ To stimulate interest in a new topic
➢ To focus on an issue or topic
➢ To structure a task for maximum learning
➢ To identify, diagnose difficulties or blocks to learning
➢ To stimulate students to ask questions
➢ To give students opportunity to assimilate, reflect and
learn through discussion
Effective questioning performs three key
functions:
➢ To identify the present level of understanding
➢ To extend and deepen learning
➢ To inform future planning
Types
of Questions
1. Interpretive Question
➢ Ask students to provide missing information or ideas so that the
whole concept is understood.
➢ Does not have just one correct answer.
➢ Correct answers are any answers that you can support with
evidence from the text.
➢ The best interpretive questions are the ones that generate the
most engaging discussions and those with several different
correct answers.
Examples:
*Is Margo a good person?
*Which has more of an effect on Jack’s success: luck or intelligence?
2. Inference Question
➢ Intends students to go beyond available facts or
information and focus on identifying and examining
suggestive clues embedded in the complex network of
facts or information.
Example:
*What do you know about looking at this picture?

3. Transfer Question
➢ Students are asked to take their knowledge to new context.
Example:
*What would you consider to be your foremost knowledge assets?
4. Predictive Question
➢ Allows students to think in the context of a hypothesis.
➢ Prompts the students to go beyond the default condition and
infer on what is likely to happen if some circumstances change.
Example:
*Suppose the lion had been with much darker colored coat, what do you
predict would happen to that lion in the wild forest?
5. Metacognitive Question
➢ Brings students into level of regulation over their own learning
➢ Allows students to think about how they are thinking., and learn
about how they are learning course lessons.
Example:
*The teacher not only asked to solve a word problem but also to describe
how the student is able to solve the word problem.
Other Types of
Questions
Wh -Questions
➢ Asking information about something
➢ Asking for a reason
➢ Asking about time
➢ Asking about place
➢ Asking about choice
➢ Asking what or which person or people
➢ Asking for ownership
Closed Questions
➢ A closed question can be answered with either a single word or
a short phrase.
➢ Thus: “How are you?” and “Where do you live?” are closed. A
closed question can be answered with yes or no.
➢ They should be used with care –too many closed questions can
caused frustration and shut down conversation.
➢ Characteristics:
✓ They give you facts.
✓ They are easy to answer
✓ They keep control of the conversation with the
questioner
Tag Questions:
➢ It is a statement followed by a mini- question.
The whole sentence is a “tag question,” and
the mini-question at the end is called a
“question tag.”

Example:
My mother is beautiful. Isn’t she?
Chunking Questions
➢ Chunking down is getting more details by
probing for more information. The goal is to
find out more, fill in empty gaps in your
picture, test the reality of the situation.

Example:
You ask: How did you do that?
Why did it happen?
Characteristics of a Good Question
A good question should be…..
➢ Short, thought provoking, properly directed
➢ Unambiguous, relevant, related to the
objectives
➢ Clearly stated, straight forward,
comprehensive, common vocabulary.
Non-Leading Questions
✓Avoid complex language-using big words that
readers could not understand.
✓ Avoid Jargon- Jargon is helpful for people who
specialize in the same subject as it allows them
to talk in “shorthand”. It is sometimes useful
but most of the time it annoys other people
who think you are trying to look good and
increase your status at their expense.
Pitfalls of Questioning:
✓ Asking many questions.
✓ Asking questions answerable with a simple yes or no answer.
✓ Asking too many short-answer, recall based questions.
✓ Asking “bogus,” “What am I thinking” questions.
✓ Starting all questions with the same stem
✓ Focusing on a small number of students and not involving the
whole class.
✓ Making a sequence of questions too rigid.
✓ Not giving students time to reflect, or to pose their own
questions
✓ Dealing ineffectively with incorrect answer
✓ Asking questions when another strategy might be more better.
“To question well is to teach
well. In the skillful use of the
question more than anything
else lies the fine art of
teaching; for in it we have the
guide to clear and vivid ideas,
the quick spur to imagination,
the stimulus to thought, the
incentive to action.”

—Charles Degarmo (1911)


At the end, we have learned that:

Good Questioning is a major


determinant of the success of teaching.
Thank You!

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