The Art of Questioning

� Good teaching is more a giving of right questions

than giving of right answers.�
-Josef Albers (1888-1976)
.Question
-anysentencewhichhasaninterrogativeformorfunction*Intheclassroom:
Questionsareconsideredasinstructionalcuesorstimulithatconveytothestudentsthecontent
elementstobelearnedanddirectionsforwhattheyaetodoandhowtodoit.Itshouldalsoplayacent
ralroleinthelearningprocess.
.Question
-anysentencewhichhasaninterrogativeformorfunction*Intheclassroom:
Questionsareconsideredasinstructionalcuesorstimulithatconveytothestudentsthecontent
elementstobelearnedanddirectionsforwhattheyaetodoandhowtodoit.Itshouldalsoplayacent
ralroleinthelearningprocess.
*GooGood
questioningisanexcellent
aidtoteaching
thatis
hardly
utilized
tothe
fullest
extent.
*
Good
questioning
challenges
the
higher
order
reasoning/
thinking
skills
ofthe
students.
*
Good
questioning
is
a
determinant
of
teaching
and
learning
outcomes.
*
The
quality
of
the
teachers�
questions
affects
the
quality
of
thinking
inthe
classroom.
Low Order Questions High Order Questions
.the most common questions that
teachers use �
stimulated through the use of
�
require simple recall open-ended questions
�
do not give much challenge to �
require higher order reasoning
students�
thinking and reasoning �
engage students in a dynamic
skills thinking and learning
�
usually are close-ended questions
and questions that require specific
answer
Purposes of Questioning Purposes of Questioning
Why do teachers ask questions?
.to interest, engage and challenge the
learners;
.to check on prior knowledge;
.to stimulate recall and use of existing
knowledge and experience in order to create
new understanding and meaning;
Why do teachers ask questions?
.to interest, engage and challenge the
learners;
.to check on prior knowledge;
.to stimulate recall and use of existing
knowledge and experience in order to create
new understanding and meaning;
Why do teachers ask questions?
.to focus thinking on key concepts and
issues;
.to extend learners�thinking from the
concrete and factual to the analytical and
evaluative;
.to lead learners through a planned
sequence which progressively establishes
key understandings;
Why do teachers ask questions?
.to focus thinking on key concepts and
issues;
.to extend learners�thinking from the
concrete and factual to the analytical and
evaluative;
.to lead learners through a planned
sequence which progressively establishes
key understandings;
Why do teachers ask questions?
.to promote reasoning, problem solving,
evaluation and the formulation of
hypotheses;
.to promote learners�thinking about the
way they have learned;
.to develop critical thinking skills and
inquiring attitudes and reinforce student
understanding;
Why do teachers ask questions?
.to promote reasoning, problem solving,
evaluation and the formulation of
hypotheses;
.to promote learners�thinking about the
way they have learned;
.to develop critical thinking skills and
inquiring attitudes and reinforce student
understanding;
Why do teachers ask questions?
.to provide feedback and enliven
classroom discussion;
.to nurture insights by exposing new
relationships;
.to assess achievement of instructional
goals and objectives; and
.to stimulate students to pursue
knowledge on their own
Why do teachers ask questions?
.to provide feedback and enliven
classroom discussion;
.to nurture insights by exposing new
relationships;
.to assess achievement of instructional
goals and objectives; and
.to stimulate students to pursue
knowledge on their own
The purposes of asking good questions
are generally pursued in the context of
classroom recitation, defined as a series of
teacher questions, each drawing out a
student response and sometimes a teacher
reaction to that response.
purposes of asking good questions
are generally pursued in the context of
classroom recitation, defined as a series of
teacher questions, each drawing out a
student response and sometimes a teacher
reaction to that response.
Cognitive acts when students are confronted
with a question:
*Attending to the question
*Deciphering the meaning of the question
*Generating covert response
*Generating overt response
*Revising the response
Cognitive acts when students are confronted
with a question:
*Attending to the question
*Deciphering the meaning of the question
*Generating covert response
*Generating overt response
*Revising the response
Principles of Questioning Principles of Questioning
Principles of Questioning:
1. Distribute questions so that all, including non-
volunteers, are involved.
2. Balance factual and though-provoking
questions.
3. Ask both simple and challenging questions so
that the poorer students may participate and
the brighter students may be extended.
Principles of Questioning:
1. Distribute questions so that all, including non-
volunteers, are involved.
2. Balance factual and though-provoking
questions.
3. Ask both simple and challenging questions so
that the poorer students may participate and
the brighter students may be extended.
Principles of Questioning:
4. Encourage lengthy responses and sustained
answers.
*Avoid yes-no questions, questions overlaid
with afterthoughts, fragmentary questions,
and questions that tug or encourage guessing.
If you catch yourself asking a yes-no question,
add �Explain.�
Principles of Questioning:
4. Encourage lengthy responses and sustained
answers.
*Avoid yes-no questions, questions overlaid
with afterthoughts, fragmentary questions,
and questions that tug or encourage guessing.
If you catch yourself asking a yes-no question,
add �Explain.�
Principles of Questioning:
5. Stimulate critical thinking by asking:
�Towhat extent?�,
�How?�,
�Underwhat circumstance?�,
�Why?�,
�Compare(or contrast)��
a. Avoid �Doesanyone know�?�and �Whocan tell us�?�
Principles of Questioning:
5. Stimulate critical thinking by asking:
�Towhat extent?�,
�How?�,
�Underwhat circumstance?�,
�Why?�,
�Compare(or contrast)��
a. Avoid �Doesanyone know�?�and �Whocan tell us�?�
Principles of Questioning:
b. Allow time for thought. Wait until five to six
students want to speak.
c. Be a model of exact phrasing and coherent
thinking.
1) Phrase questions clearly, within the
vocabulary limits of the class.
2) Make each question specific, short and
proactive.
Principles of Questioning:
b. Allow time for thought. Wait until five to six
students want to speak.
c. Be a model of exact phrasing and coherent
thinking.
1) Phrase questions clearly, within the
vocabulary limits of the class.
2) Make each question specific, short and
proactive.
Principles of Questioning:
d. Encourage students to comment on the
answers of classmates.
1) Start the crossfire by asking �What�syour opinion of that answer�?�
2) Follow up promising leads, building on
contributions.
3)Tactfully curb aggressive students. No
student or teacher domination will
prevail.
Principles of Questioning:
d. Encourage students to comment on the
answers of classmates.
1) Start the crossfire by asking �What�syour opinion of that answer�?�
2) Follow up promising leads, building on
contributions.
3)Tactfully curb aggressive students. No
student or teacher domination will
prevail.
Principles of Questioning:
4) Don�tdrop too quickly a student who
seems unable to answer. If a student is
confused, inquire �Howcan we help
out?�
e. Never interrupt a student who is attempting
to answer, nor tolerate ridicule of an honest
effort.
Principles of Questioning:
4) Don�tdrop too quickly a student who
seems unable to answer. If a student is
confused, inquire �Howcan we help
out?�
e. Never interrupt a student who is attempting
to answer, nor tolerate ridicule of an honest
effort.
Principles of Questioning:
6. Use the overhead technique:
Question--Pause--Name
7. Ensure audibility, then refuse to repeat the
questions or answers. (But in large classes,
always repeat questions and answers!)
8. If a student ask a question, don�tanswer it
until you�veasked the class, �Howwould you
answer that question?�
Principles of Questioning:
6. Use the overhead technique:
Question--Pause--Name
7. Ensure audibility, then refuse to repeat the
questions or answers. (But in large classes,
always repeat questions and answers!)
8. If a student ask a question, don�tanswer it
until you�veasked the class, �Howwould you
answer that question?�
Principles of Questioning:
9. Personalized questions:
�Pretendyou are�what would you do?�
10. Suggest partnership by inquiring
�Howcan we�?�
.NOTE: One important rule to observe in
framing questions is that questions are
designed for grading should reflect the same
kind of thinking used in instruction.
Principles of Questioning:
9. Personalized questions:
�Pretendyou are�what would you do?�
10. Suggest partnership by inquiring
�Howcan we�?�
.NOTE: One important rule to observe in
framing questions is that questions are
designed for grading should reflect the same
kind of thinking used in instruction.
Levels of Questioning Levels of Questioning
Bloom�s Taxonomy-Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis
Bloom�s Taxonomy-Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis
1.Knowledge:requiresthatthestudentsrecognizeorrecallinformationExamples:
.Whatisthemainideain�?
.Whatarethecharacteristicsof�?
.Howis�relatedto�?
.WhenwasCJCoronaimpeached?
define
memorize
what
when
record
list
distinguish
identify
name
relate
which
indicate
write
select
where
acquire
Words to Use
1.Knowledge:requiresthatthestudentsrecognizeorrecallinformationExamples:
.Whatisthemainideain�?
.Whatarethecharacteristicsof�?
.Howis�relatedto�?
.WhenwasCJCoronaimpeached?
define
memorize
what
when
record
list
distinguish
identify
name
relate
which
indicate
write
select
where
acquire
Words to Use
2.Comprehension:requiresthestudentstothinkonlowlevelsuchthattheknowledgecanbereprod
ucedorcommunicatedwithoutaverbatimrepetition.
Examples:
.Whatdoessingingthebluesimply?
.Whichtermdoesnotbelonginthissentence?
.Alionistopride,as___istoflock?
.ExplainwhyPaulisadevelopingcharacterinthestory.
restate
discuss
describe
relate
recognize
explain
express
illustrate
identify
locate
report
extrapolate
review
tell
infer
rephrase
Words to Use
2.Comprehension:requiresthestudentstothinkonlowlevelsuchthattheknowledgecanbereprod
ucedorcommunicatedwithoutaverbatimrepetition.
Examples:
.Whatdoessingingthebluesimply?
.Whichtermdoesnotbelonginthissentence?
.Alionistopride,as___istoflock?
.ExplainwhyPaulisadevelopingcharacterinthestory.
restate
discuss
describe
relate
recognize
explain
express
illustrate
identify
locate
report
extrapolate
review
tell
infer
rephrase
Words to Use
3.Application:requiresthestudentstosolveorexplainaproblembyapplyingwhatheorshehasle
arnedtoothersituationsandlearningtasks.
Examples:
.Lookingatthemap,statethepossiblelocationsforthecultivationofwheat.
.Choosefromthearrayofwatercolorsandpaintapictureofarock.
.Howwouldyougetincontactwiththepersonwhowassupposedtomeetyou.
apply
demonstrate
illustrate
sketch
translate
interpret
employ
play
use
dramatize
practice
paint
operate
schedule
shop
mold
Words to Use
3.Application:requiresthestudentstosolveorexplainaproblembyapplyingwhatheorshehasle
arnedtoothersituationsandlearningtasks.
Examples:
.Lookingatthemap,statethepossiblelocationsforthecultivationofwheat.
.Choosefromthearrayofwatercolorsandpaintapictureofarock.
.Howwouldyougetincontactwiththepersonwhowassupposedtomeetyou.
apply
demonstrate
illustrate
sketch
translate
interpret
employ
play
use
dramatize
practice
paint
operate
schedule
shop
mold
Words to Use
4.Analysis:requiresthestudentstosolveaproblemthroughasystematicexaminationoffactsor
information.
Examples:
.Studythepictures.
*Whatfeaturesofthelandallowcultivation?
*Whichvehicleswouldmostlikelytobeusedtotravel?
analyze
compare
distinguish
categorize
differentiate
appraise
calculate
discriminate
test
criticize
diagram
inventory
question
relate
clasify
assume
Words to Use
4.Analysis:requiresthestudentstosolveaproblemthroughasystematicexaminationoffactsor
information.
Examples:
.Studythepictures.
*Whatfeaturesofthelandallowcultivation?
*Whichvehicleswouldmostlikelytobeusedtotravel?
analyze
compare
distinguish
categorize
differentiate
appraise
calculate
discriminate
test
criticize
diagram
inventory
question
relate
clasify
assume
Words to Use
5.Evaluation:requiresthestudentstomakeanassessmentofgoodornotsogoodaccordingtosomes
tandards.
Examples:
.Indicateinwhatwaysthisisabeautifulpoem.
.Accordingtothestatedsituation,
whichisthemostappropriatemovethemancouldtake?
judge
appraise
evaluate
measure
revise
value
defend
indicate
assess
score
select
choose
estimate
rate
check the
decide
Words to Use
5.Evaluation:requiresthestudentstomakeanassessmentofgoodornotsogoodaccordingtosomes
tandards.
Examples:
.Indicateinwhatwaysthisisabeautifulpoem.
.Accordingtothestatedsituation,
whichisthemostappropriatemovethemancouldtake?
judge
appraise
evaluate
measure
revise
value
defend
indicate
assess
score
select
choose
estimate
rate
check the
decide
Words to Use
6.Synthesis:requiresthestudentstofindasolutiontoaproblemthroughtheuseoforiginal,cre
ativethinking.
Examples:
.Designasandtablesothatyoucanstudydifferentkindsoferosion.
.Offertwoproposalstosolvingthecrowdinginourschoolhallsatlunch.
create
hypothesize
invent
design
compose
plan
develop
propose
formulate
arrange
assemble
collect
construct
suggest
make up
think of a way
Words to Use
6.Synthesis:requiresthestudentstofindasolutiontoaproblemthroughtheuseoforiginal,cre
ativethinking.
Examples:
.Designasandtablesothatyoucanstudydifferentkindsoferosion.
.Offertwoproposalstosolvingthecrowdinginourschoolhallsatlunch.
create
hypothesize
invent
design
compose
plan
develop
propose
formulate
arrange
assemble
collect
construct
suggest
make up
think of a way
Words to Use
NOTE: :

.LowLevelThinkingSkills(LOTS)are those in
the knowledge and comprehension level.
.HighLevelThinkingSkills(HOTS) are those
that go beyond the comprehension level.
Types of Question Types of Question
Types of Question
.Factual Questions
-used to get information from the students
and often test rote memory
Example:
�Whatis the most common reason for
vehicular accidents?�
Types of Question
.Factual Questions
-used to get information from the students
and often test rote memory
Example:
�Whatis the most common reason for
vehicular accidents?�
Types of Question
.Clarification Questions
-intend to provide clarity to both students and
teachers
-have important clueing effects and help students
to revisit their earlier statements with alternative
perspectives
Example:
�Whatdo you mean by�?�
�Canyou give me an example?�
�Canyou rephrase what you have said?�
Types of Question
.Clarification Questions
-intend to provide clarity to both students and
teachers
-have important clueing effects and help students
to revisit their earlier statements with alternative
perspectives
Example:
�Whatdo you mean by�?�
�Canyou give me an example?�
�Canyou rephrase what you have said?�
Types of Question
.Broadening or Extension Questions
-enlarge the existing theme, explore
implications of the response and can be
useful in opening up further possibilities
-can be used to assess additional knowledge
of the students
Example:
�Doyou know of any other chromosomal
abnormality in Down syndrome?�
Types of Question
.Broadening or Extension Questions
-enlarge the existing theme, explore
implications of the response and can be
useful in opening up further possibilities
-can be used to assess additional knowledge
of the students
Example:
�Doyou know of any other chromosomal
abnormality in Down syndrome?�
Types of Question
.Justifying Questions
-probe for assumptions and explore reasons
for particular answers
-require significant comprehensions and
reasoning skills on the part of the students
Example:
�Youmentioned that CJ Corona lied in his
SALN. What are your reasons for such
statement?�
Types of Question
.Justifying Questions
-probe for assumptions and explore reasons
for particular answers
-require significant comprehensions and
reasoning skills on the part of the students
Example:
�Youmentioned that CJ Corona lied in his
SALN. What are your reasons for such
statement?�
Types of Question
.Hypothetical Questions
-used to explore students�understanding of
complex situations beyond the scope of a
particular encounter by creating hypothetical
scenarios
-often come in handy during the latter part of
teacher-student interactions when the basic
facts and concepts are already established
Types of Question
.Hypothetical Questions
-used to explore students�understanding of
complex situations beyond the scope of a
particular encounter by creating hypothetical
scenarios
-often come in handy during the latter part of
teacher-student interactions when the basic
facts and concepts are already established
Types of Question
.Hypothetical Questions
Example:
�SupposeJeny has a ventricular septum
defect and is taking diuretics to control her
symptoms, how would you revise and
rearrange the differential diagnosis of Jeny�srespiratory distress?�
Types of Question
.Hypothetical Questions
Example:
�SupposeJeny has a ventricular septum
defect and is taking diuretics to control her
symptoms, how would you revise and
rearrange the differential diagnosis of Jeny�srespiratory distress?�
Types of Question
.Questions about Questions
-probe for reasons for the question that
students ask the teachers
-allow the students to verbalize their
reasoning and understanding of the events
leading to their own questions
Example:
�Whydid you ask that particular question?
What are you thinking of?�
Types of Question
.Questions about Questions
-probe for reasons for the question that
students ask the teachers
-allow the students to verbalize their
reasoning and understanding of the events
leading to their own questions
Example:
�Whydid you ask that particular question?
What are you thinking of?�
Types of Question
.Redirected Questions
-address the same questions to several
students and distribute responsibility
-generate a wide variety of response and
allow the students to evaluate each other�scontributions
-shift the focus from teacher-student
interaction to student-student interactions
Types of Question
.Redirected Questions
-address the same questions to several
students and distribute responsibility
-generate a wide variety of response and
allow the students to evaluate each other�scontributions
-shift the focus from teacher-student
interaction to student-student interactions
Questioning Strategies and
Techniques
Questioning Strategies and
Techniques
According to Caram and Davis (2005)
Create a classroom culture open to
dialogue.
Use both preplanned and emerging
questions.
Select an appropriate level of
questioning based on the students�
needs.
Avoid tricky questions that require only
a Yesor No answer.
Phrase questions carefully, concisely and
clearly.
According to Caram and Davis (2005)
Create a classroom culture open to
dialogue.
Use both preplanned and emerging
questions.
Select an appropriate level of
questioning based on the students�
needs.
Avoid tricky questions that require only
a Yesor No answer.
Phrase questions carefully, concisely and
clearly.
AccordingtoCaramandDavis(2005)According to Caram and Davis (2005)
Address questions to the group or to
individuals, randomly.
Use sufficient waittime.
Respond to answers given by students.
Deliberate frame questions to promote
student interest.
Use questions to identify learning
objectives for follow-up self-study.
AccordingtoCaramandDavis(2005)According to Caram and Davis (2005)
Address questions to the group or to
individuals, randomly.
Use sufficient waittime.
Respond to answers given by students.
Deliberate frame questions to promote
student interest.
Use questions to identify learning
objectives for follow-up self-study.
Critiquing Questioning
Techniques
Critiquing Questioning
Techniques
Procedure:
1. To assess the types of questions asked, a
video or audio-tape recording of a class
needs to be made.
2. As soon as possible after the class is over,
watch and/or listen to the recording and
choose a ten-minute segment for analysis.
3. Write down in its entirely each question that
you ask during this ten-minute segment.
Procedure:
1. To assess the types of questions asked, a
video or audio-tape recording of a class
needs to be made.
2. As soon as possible after the class is over,
watch and/or listen to the recording and
choose a ten-minute segment for analysis.
3. Write down in its entirely each question that
you ask during this ten-minute segment.
Procedure:
4. As you go over these questions, consider the
following:
a. What effects might your phrasing have
had on the students�thinking about
question?
b. How could you improve the wording/s
of these questions?
Procedure:
4. As you go over these questions, consider the
following:
a. What effects might your phrasing have
had on the students�thinking about
question?
b. How could you improve the wording/s
of these questions?
Procedure:
5. Focus your attention on the amount and
complexity of thinking required for your
students to respond (silently or aloud) to
each question.
6. Classify your questions using the Bloom�sTaxonomy categories.
Procedure:
5. Focus your attention on the amount and
complexity of thinking required for your
students to respond (silently or aloud) to
each question.
6. Classify your questions using the Bloom�sTaxonomy categories.
Procedure:
7. Do this type of analysis periodically throughout
the year to assess your progress:
a. Into which category do most of your
questions fall?
b. How do your students respond to your
question?
c. What were your goals for this class or
lesson?
d. Is there an alternative pattern of questioning
you can think of which would better facilitate
the achievement of the goals stated
Procedure:
7. Do this type of analysis periodically throughout
the year to assess your progress:
a. Into which category do most of your
questions fall?
b. How do your students respond to your
question?
c. What were your goals for this class or
lesson?
d. Is there an alternative pattern of questioning
you can think of which would better facilitate
the achievement of the goals stated
Educational Implications:
.This approach will help the students learn how to listen.
.It will provide feedback on how successful the lesson
was in stimulating their thought processes.
.The students will reflect on their learning through
higher-level thinking processes such as analysis, synthesis,
comparison, or summation.
.Students are more likely to remember what they have
learned when they explore the implications of their
learning.
Educational Implications:
.This approach will help the students learn how to listen.
.It will provide feedback on how successful the lesson
was in stimulating their thought processes.
.The students will reflect on their learning through
higher-level thinking processes such as analysis, synthesis,
comparison, or summation.
.Students are more likely to remember what they have
learned when they explore the implications of their
learning.
Activity:
Mechanics:
Select a particular topic or issue and write down at
least 6 questions that could be formulated out from the
chosen topic. See to it that the questions are relevant to the
needs and interest of the students.
Criteria:
Content 3points
Clarity of the question 1 points
Relevance to students�needs 1 points
5 points each
Activity:
Mechanics:
Select a particular topic or issue and write down at
least 6 questions that could be formulated out from the
chosen topic. See to it that the questions are relevant to the
needs and interest of the students.
Criteria:
Content 3points
Clarity of the question 1 points
Relevance to students�needs 1 points
5 points each
Thank you �