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Questioning Science and Art 2

This document discusses effective questioning techniques for teachers. It explains that questioning is a major teaching technique that can develop critical thinking skills in learners. There are different types of questions that serve different purposes, such as cognitive questions that recall facts or require higher-order thinking, probing questions to improve initial responses, and redirecting questions to refocus students. The document provides tips for teachers to improve their questioning skills, such as using open-ended questions, employing wait time, listening to students' answers, and emphasizing correct responses. Overall, the key message is that a teacher's ability to ask the right questions is important for effective teaching and student learning.

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Louchelle Macasasa
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22 views

Questioning Science and Art 2

This document discusses effective questioning techniques for teachers. It explains that questioning is a major teaching technique that can develop critical thinking skills in learners. There are different types of questions that serve different purposes, such as cognitive questions that recall facts or require higher-order thinking, probing questions to improve initial responses, and redirecting questions to refocus students. The document provides tips for teachers to improve their questioning skills, such as using open-ended questions, employing wait time, listening to students' answers, and emphasizing correct responses. Overall, the key message is that a teacher's ability to ask the right questions is important for effective teaching and student learning.

Uploaded by

Louchelle Macasasa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Art of

QUESTIONING?
ASKING APPROPRIATE QUESTIONS
What’s the use? Yes, but why?

What’s the Can you prove it?


difference
now?

Right? Wrong?
Alike or Or neither?
different?
IMPORTANCE OF
QUESTIONS
The effectiveness of teaching
can be measured by the
teacher's ability to ask the right
questions.
Questioning is a major
classroom teaching technique.
It aids in developing
critical thinking among
learners
Questions can be framed
in different ways and for
different purposes.
PROBE
HOW TO ASK APPROPRIATE
Seeking REDIRECT
QUESTIONS?
clarification > Lead students to view the
Thinking answer in a different way
further

PROMPT
Giving hints to
arrive at the
correct answer.
COGNITIVE QUESTIONS
that ask for recall of facts :

What?

Where?
COGNITIVE QUESTIONS
that require higher order thinking skills & require the student to
use the facts. Compare and contrast.

Evaluate Which is better…?

Predict What will happen…?

Support Belief Why do you think that…?

Draw inferences Why do you think he did that…?


2. REFOCUSING/REDIRECTING
QUESTIONS
When students give several answers, which are not
exactly the answers. The teacher refocuses
learners’ attention to the related issue. For
example:
Question: How did you find the activity?
Answer: ?
Question: Was the activity easy or difficult?
Answer: It was easy because the materials are all
available.
3. PROBING QUESTIONS
The teacher phrases a question by breaking up the idea to lead to
the final answer he/she expects. Here the teacher gives the pupils a
hint to help them go on and answer the question.
For example:
Teacher: What is reflective teaching?
Answer: ?
Teacher: What does it mean to reflect?
Answer: to look back; to recollect
Teacher: What is teaching?
Answer: A process of assessing and learning
Teacher: Therefore, reflective teaching is a process of looking
back and assessing our learning (experiences)
4. PROBING QUESTIONS
are follow-up questions designed
to improve a learners’ initial
response to a teacher's question.
enable the pupil to give a more
complete and specific answer to the
initial question.
Types Probing
Questions
???
1.Clarification
•vague or unclear language answers,
•Need for more details
• seek to further understand their responses
What exactly did you mean by_____?
Could you tell me more about liquid-liquid uniform
and non-uniform mixtures?

PROBING QUESTIONS
2. Purpose
* Askthem to justify their statement or dig
for underlying causes.
Why did you say that…myth is different
from legend?
What were you thinking about when you
said___________?

PROBING QUESTIONS
3. Relevance
•When responses are going off-topic…
ask relevant questions.
•Is that relevant to the main question?
How is what you are saying related to
what I asked?

PROBING QUESTIONS
4.Completeness and accuracy
check for a full and accurate account by probing
for more detail
checking against other information you have.
Is that all? Is there anything you have missed out?
How do you know that is true?
How does that compare with what you said before?

PROBING QUESTIONS
5. Repetition
•effective ways of getting more detail is simply by
rephrasing the question.
•repeat what they have said ('echo question'), with
emphasis on the area where you want more detail.
Where did you go?
What places did you visit?
You walked to all these places??

PROBING QUESTIONS
6.Examples
•ask for specific examples when answers are vague
or unclear…
Sorry, I don't understand. Could you help by giving
an example?
Could you give me an example of when you did
XXX?
Tell me about a time when you _________.

PROBING QUESTIONS
7. Extension
* ask them to tell you more when they have
not given you enough information about
something,.
Could you tell me more about that please…
And what happened after that__________?
Then...

PROBING QUESTIONS
8.Evaluation
* Seeks to discover how they evaluate, or
judge; use evaluative question like:
How good would you say it is?
How do you know it is worthless?
What are the pros and cons of this situation?

PROBING QUESTIONS
8. Emotional
* to find out how they feel about something
(task,process) you can ask something like:
And how did you feel about ________?
This activity or lesson made me feel_________
because____________________.

PROBING QUESTIONS
HOW TO IMPROVE YOUR
QUESTIONING
TECHNIQUES (ART)?
1.Ask open-ended, not just close-
ended questions.
Eample:
CEQ 1: Is being tardy an issue here?
OEQ 2: What are at the issues here?
2. Ask divergent as well as convergent
questions.
Example:
CQ 1: According to our textbook, what
are the ways to solve our garbage
problem?
DQ 2: What are some ways that we can
use to solve our garbage problem?
3. EMPLOYING WAIT-TIME:
• Wait-time is the amount of time an instructor
waits for students to respond before giving the
answer or posing another question.
• At least 5 to l0 seconds are needed for
students to think about and respond to the
questions.
• Questions at higher cognitive levels tend to
require longer wait-time than questions at the
lower cognitive levels.
4. Listen HOW
to theTO
pupils' answer.
IMRPOVE YOUR
QUESTIONING
* do not TECHNIQUES?
say "That's wrong!" instead Ask, why did
you say that?”.
• Ask probing, prompting or redirecting questions;
give hints and clues to help guide the pupil to an
acceptable.
• Then say "Can someone add something to the
answer?”
HOW TO IMRPOVE YOUR
QUESTIONING TECHNIQUES?
4.Emphasize the correct answer
by encouraging the class to
repeat the answer.
Reflection: Let us reflect on
this.
What skills in your questioning
do you want to improve?
How will you improve those
skills?
REMEMBER THIS…
The entire success of a lesson
depends on the teacher being
knowledgeable about the subject,
being able to modify plans during
classroom interaction, and
being able to ask
appropriate questions.
Thank you
very much for
your time and
active
participation!


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