SHS-CBL National

Training of Trainers

1
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Priming Activity

CAN YOU ASK

QUESTIONS?

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 Think of a situation
wherein you asked your
students questions but
they failed to give you
the correct answer.

Why do you think so?

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Activity 1: PicQuest

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 Activity 1: PicQuest
Instructions:

•Formulate six (6) questions whose answer is the given

picture.
•Write the questions formulated on the metacards
provided (1 question per metacard).
•You have ten (10) minutes to formulate the questions.
•After the time allotment, post your outputs in the
designated area.
•You have two (2) minutes each group for presentation.

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Activity 1: PicQuest

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Social Media
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Senior High School
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 Philippines
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Anti-distracted Driving Act
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 Let’s Think About…

 What can you say about the questions you

asked?
 Which questions are easy? Why do you
consider them such?
 Which questions are difficult? Why do you
consider them such?

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Art of Questioning

DIONISIO TORIBIO G. COSTES

(Facilitator)
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Department of Education
 Session Objectives
At the end of the session, the participants will
have been be able to:
formulate questions for all the levels of comprehension;
explain the relevance of asking questions in developing
critical thinking skills;
classify questions according to the levels of
comprehension;
apply the principles of art of questioning by crafting
developmentally appropriate questions based on a video
presented; and
share insights on the importance of enhancing skills in
questioning through reflective writing.

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 WHY ASK
QUESTIONS?

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 Why ask questions?
 We ask questions to make connections.
 We ask questions to make predictions.
 We are using questions to make sure we
understand what we have read or listened
to
 Questions strengthen reasoning abilities
of learners as well as help them clarify/
define their initial response to the text

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 Why ask questions?
 “Books not discussed lose their value.”
(Mortime Adler)

 Questioning helps us become better readers by

making us THINK!

 Questions allow us to make sense of the world.

They are the most powerful tools we have for
making decisions and solving problems, for
inventing, changing and improving our lives as
well as the lives of others. (Jamie McKenzie)
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WHAT KIND OF
QUESTIONS
SHOULD WE
ASK?

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 REMEMBERING
Can the student recall or remember information?
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 Level 1
REMEMBERING (KNOWLEDGE)
The learner is able  Recognizing
 Listing
to recall, restate or
 Describing
remember learned
 Identifying
information.  Retrieving
 Naming
 Locating
 Finding

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Questions under Level 1:
Remembering (Knowledge)

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 Understanding
Can the student explain ideas and concepts?

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 Level 2
UNDERSTANDING (COMPREHENSION)
The learner grasps the • Interpreting
meaning of information • Exemplifying
by interpreting and
• Summarizing
translating what has
been learned. • Inferring
• Paraphrasing
• Classifying
Can you explain • Comparing
ideas and concepts? • Explaining

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Questions under Level 2:
Understanding (Comprehension)
 Can you explain why…?
 Can you write in your own words?
 How would you explain…?
 Can you write a brief outline...?
 What do you think could have happened next...?
 Who do you think...?
 What was the main idea...?
 Can you clarify…?
 Can you illustrate…?
 Does everyone act in the way that …….. does?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

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 Applying
Can the students use the information in a new way?

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 Level 3
APPLYING (APPLICATION)

 Implementing
The learner makes use
of information in a  Carrying out
context different from  Using
the one that it was  Executing
learned.

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Questions under Level 3:
Applying (Application)

 Put yourself in the place of one of the characters

and tell what you would have done….. ?
 What would result if….. ?
 Compare and contrast….. ?
 What questions would you ask to find out … ?
 How would the character solve the similar situation
of….. ?
 Put the main character in another story setting,
how would he act?
 If you had to plan a vacation for the main
character, where would they go?

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 Analyzing
Can the students distinguish between the different parts?

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 Level 4
ANALYZING

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Questions under Level 4: Analyzing
 What motive does ____ have…..?
 What conclusions can you draw about…..?
 What is the relationship between…..?
 How is ______ related to …..?
 What ideas support the fact that…..?
 What evidence can you find…..?
 What inferences can you make about…..?
 What generalizations can be made about …..?
 What assumptions do you make about …..?
 What is the theme of…..?
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 Evaluating
Can the students justify a stand or decision?

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 Level 5
EVALUATING
 It involves the making of personal judgment on
the text by the reader, usually based on his/her
experience:
 Evaluation of accuracy
 Discrimination of fact and opinion
 Recognition of emotionally charged words
 Identification of author's purpose, mood, tone,
intent
 Evaluation of values presented

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Questions under Level 5: Evaluating

 Compare two characters in the selection….which was

a better person…why?
 Which character would you most like to spend the day
with?
 Do you agree with the actions of…..?
 How could you determine…..?
 Why was it better that…..?
 What choice would you have made about…..?
 How would you explain…..?
 What data was used to make the conclusion…..?
 Would it be better if…..?

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 Creating
Can the students create new products or
points of view?

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 Level 6
CREATING

involves coming up with new ideas or

reproducing the text information in other
forms: dramatizing, writing another ending,
writing a letter, musical interpretation

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Questions under Level 6: Creating
 Can you design a...to...?
 Can you see a possible solution to...?
 If you had access to all resources, how
would you deal with...?
 Why don't you devise your own way to...?
 What would happen if ...?
 How many ways can you...?
 Can you create new and unusual uses for...?
 Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

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 ACTIVITIES AND PRODUCTS UNDER
LEVEL 6 (CREATING)
 Invent a machine to do a specific task.
 Design a robot to do your homework.
 Create a new product. Give it a name and plan a marketing
campaign.
 Write about your feelings in relation to...
 Write a TV show play, puppet show, role play, song or pantomime
about..
 Design a new monetary system
 Develop a menu for a new restaurant using a variety of healthy
foods
 Design a record, book or magazine cover for...
 Sell an idea
 Devise a way to...
 Make up a new language and use it in an example.
 Write a jingle to advertise a new product.
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Activity 2: Match Me, Pair Me

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 Classify the questions
formulated in Activity 1

 Paste the questions

under the
corresponding Level of
Bloom’s Taxonomy

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 HOW
SHOULD
QUESTIONS
BE ASKED?

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Gradual Psychological Unfolding (GPU)

A discussion technique
developed by the late
Prof. Basilisa J. Manhit,
founder of the Department
of Reading of the
University of the
Philippines.

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Gradual Psychological Unfolding (GPU)

 as its name suggests, the

story/lesson is unraveled through a
slow yet logical manner with
questions and activities prepared
by the teacher

 enable the learners to gradually

understand the lesson through the
series of questions which are
gradually increasing in difficulty

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 Dimensions of GPU

Knowledge or Literal Understanding

•Answers to information or WH- questions are explicitly stated in the text or material.

Comprehension or Interpretation
• The learner is tasked to read between the lines to make inferences

Application
• The learner uses or applies learned materials in new and concrete situations,
processes, effects, conclusions
Analysis
• The learner breaks down the material into component facts so that its organizational
structure can be understood such as elements, hypothesis, statement of facts, others.
Synthesis
• The learner puts parts together to form a whole new pattern, structure, or design. He
suggests or makes plans of action.
Evaluation
• This is judging the value of something using internal criteria
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 Sample questions based on GPU
(from the story, “Winnie the Witch”)
Knowledge or What is the title of the story? Who are the characters? Where did
Literal Winnie live?
Understanding

Comprehension Why did Wilbur’s color present a problem? What did Winnie do to solve
or Interpretation the problem?

Application If you were Wilbur, how would you feel about being multi-colored? How
do you think Winnie felt every time she sat on or tripped over Wilbur?

Analysis Did the story make you laugh? Which parts of the story were funny?

Synthesis How many problems were met by Winnie in the story? How many
solutions? Would a solution always make sure that it would be the end of
a problem?

Evaluation What can you do to show your love for someone?

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 Effective questioning should:
 Reinforce and promote the
learning objectives.
 Include “staging” questions to draw
pupils towards key understanding
or to increase the level of
challenge in a lesson as it
proceeds.
 Involve all learners.
 Promote justification and
reasoning.
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Effective questioning should:

 Create an atmosphere of trust

where pupils’ opinions and
ideas are valued.
 Show connections between
previous and new learning.
 Encourage pupils to speculate
and hypothesize.
 Encourage pupils to ask as well
as to “receive” questions.
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 Questioning Techniques in the
Classroom
 Encourage students to
ask questions at any
time.
 Give adequate
consideration to all
questions--never evade
a question.
 Scatter questions over
the entire class.

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 Questioning Techniques in the
Classroom

 Pose questions within

the ability of the student
to whom the question is
addressed.
 Ask questions to the
inattentive.
 Require students to give
complete answers.

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 Questioning Techniques in the
Classroom
 Do not permit frequent group
responses.
 Ask open-ended questions
 Avoid asking questions that
can be answered by
guessing.
 Use the key words of
questioning--how, why, when,
where, what, which.

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Questioning Techniques in the
Classroom

 Have students speak

loudly so that all may
hear.
 Use correct grammar
and terminology.
 Write questions in your
lesson plan.

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 MOVING
BEYOND THE
WHO, WHAT,
WHERE, WHEN
AND WHY

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Activity 3: Vid Quest

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 Activity 3: Vid Quest
Instructions:

• Watch a video.
•Formulate 6 questions based on the video following the
levels of Revised Bloom’s Taxonomy (1 question per
level).
•You have 15 min to finish the task.
•After 15 minutes, post the questions in the
corresponding level.

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FORMING QUESTIONS BASED ON THE
VIDEOS

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 Activity 3: Vid Quest
Instructions:
•Group 2 will answer the questions of Group 1,

•Group 3 will answer the questions of Group 2,

•Group 4 will answer the questions of Group 3,

•Group 5 will answer the questions of Group 4, and

•Group 1 will answer the questions of Group 5.

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Activity 3: Vid Quest

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Reflection Wall

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 Words to ponder…

Good teaching is
more of giving of
right questions
than a giving of
right answers.

~ Josef Albers
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Words to ponder…

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