Introduction: I am Aiza Kanwal (JOHAR TOWN CAMPUS,PRIMARY GIRLS).I am M.A English. This is my sixth year with the system.

I have been teaching Math, English and S.Studies to Class III and IV.Currently, I am currently taking Class V, English and S.Studies.I am incharge of English Literary Club. I attended TFC COURSE and found it truly beneficial. This course polished my teaching skills. Though, I have been using all these teaching strategies but not the way this course taught me. This course gave me a broad vision of almost all the teaching strategies especially Questioning Technique. Rationale: I have taken Questioning as Teaching Strategy because I feel that Questioning lies at the heart of learning and teaching. All Learning is a form of inquiry (Fisher(1995) Teaching Children to Learn) .It is through questions that we find out about the world. Asking the right questions has been called the essence of effective teaching in the sense that it can provide a bridge between teaching and learning. One definition of a good question is that it provides an intellectual challenge. It stimulates what Piaget called the Cognitive Conflict, which may help children move on to a more advanced stage in their development. A good question can provide what Burner calls the SCAFFOLDING to new learning. Researchers have proved that human beings are born with the strong desire to know about its environment and Ausubel,Buner And Gagne has recognized it as Intrinsic Motivation(Kyrico.C.1997).Questioning can help to flare up the Intrinsic Motivation stems from a biologically based drive of curiosity. Such motivation involves an interest in the learning task itself and also satisfaction being gained from the task .Indeed, I think, a useful way of starting a lesson is to present a topic in the form of question that needs to be addressed to elicit pupils interest. "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" (Erickson, 1978, p. 3).The skilful use of questioning can help turn the classroom into a Community of Inquiry (Fisher.R. (1995). It actually leads to effective learning. But we need to avoid treachery agenda..students should be open to ask questions. Asking questions and prompting students' replies with cues are strategies that come naturally to most teachers. In fact, some 80 percent of student-teacher interactions involve cues and questions (Marzano, Pickering, & Pollock, 2001). By fine-tuning questioning strategies with insights from research, teachers can become even more effective at guiding students' learning. Like questions, advance organizers are also commonly used to help set the stage for instruction. Since David Ausubel (1960) first described advance organizers as a cognitive strategy to help students learn and retain information, teachers have developed a variety of forms for effectively organizing learning. I experienced that the K-W-L chart, for example, lists what students know, what they want to find out, and what they have learned (Ogle, 1986). Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.

Learning increases when teachers focus their questions on content that is most important, not what they think will be most interesting to students (Alexander, Kulikowich, & Schulze, 1994; Risner, Nicholson, & Webb, 1994). Implementation: Topic; Water Technology in the Sub Continent I begin the lesson with a question; Q.1.What is the importance of water in our lives? I took the feedback from the students. I told to the students that we were going to learn about Water Technology in the Sub Continent and threw another question; Q.2.How did people get and store water in the Sub Continent? I took random responses and noted down on the board. I distributed K-W-L sheets amongst the students in groups and asked them to fill in the first two columns. First column was based on their prior knowledge. They discussed in groups and formed their questions what exactly they need to know about the topic. I asked the groups to exchange the K-W-L sheets clockwise and go through the questions which each group had made to give them broader lines of inquiry. I asked the students to read the related Workbook Page carefully. As a whole class I discussed the topic in detail, keeping their questions in mind which actually help them build their answers on their own. Finally, I asked them to fill in the third column with the correct knowledge of their queries. I asked the groups once again to exchange K-W-L sheets and allocated them enough time to go through the sheets to have a clear picture about the topic. I ended up the lesson with the food for thought; Is there any room for development in water technology in our country? and asked them to come up with new ideas for next lesson. I added K-W-L sheet which was not part of the lesson and found it really effective.. K What do you Know? W What do you want to know? L What did you learn?

Evaluation of the Implementation: I actually used Questioning technique what Bloom taxonomy called High order thinking questions and Jamie McKenzie, in his book, Lost and Found mentioned that one must pass from blindness into sight and develop a close relationship between sight, redemption and understanding. This is what exactly my above average students experienced while completing K-W-L sheet. I instead felt that I shouldnt have started with a high order thinking questioning. I should have asked some simple questions, low order thinking questioning in the beginning. It actually happened that my slow learners were not able to focus or participate rather I put them in a situation where they had to depend on above average in their groups. I could have organized questions in three kinds: Empirical Conceptual Value-related While implementing, Lost and Found theory and using Questioning technique, I could not focus on my slow learners. I could have deviated from my plan by rephrasing the questions or by splitting those questions in more number of questions. Here I felt that I should set groups randomly for a better outcome. I actually made mixed ability groups. I tried to adjust one above average student in each group. Aa a whole, students were really amazed that they identified the aspects of the topic which they needed to know and build their answers on their own. It was an exciting experience for them! Questioning technique helped me to drive students thinking ability and kept working till they build their answers. The students defined their task through questions, expressed problems and delineated issues. This endorsed John Devi and Bertrand Russell theory of open-mindedness. In this lesson my focus was to make students think.express, inquire and build their answers through questions made by them. It could have worked better for my slow learners, only if had organized my questions from simple to conceptual questions. Implication for Future Practice: Target for action plan 1 2 Steps to be taken Organize questions from low order thinking to high order thinking Ask more number of questions What indicates successful completion Slow learners were also able to participate It actually took them smoothly on

Proper use of vocabulary

the right track Students easily understand and respond

I divided the students randomly in groups.