Lecture Notes

1.To stimulate pupils to think

2. To motivate pupils
3. To diagnose pupils’ difficulties
4. To discover pupils’ interest
5. To help pupils organize and evaluate
6. To aid pupils to relate pertinent experiences
to the lesson
7. To focus pupils’ attention on the key points
of the lesson
8. To develop new appreciations and attitudes
9. To provide drill or practice
10. To show relationships, such as cause and
effect
11. To encourage the application of concepts
12. To encourage pupil evaluation
1. Simple and clear
2. Definite
3. Challenging and thought-provoking
4. Adapted to the age, abilities, and interests
of the students
5. Requires an extended response
1. Know why you are asking a question.
2. Provide students with some background
information before asking questions.
3. Present well-sequenced questions.
4. Provide students with enough time to
answer.(Wait time- 3to 5-second pause
following each question (Lang and Herbert,
2000)
5. Vary the kind of questions asked.
6. Avoid being bookish in formulating
questions.
7. Give all students fair chance to answer
questions.
8. Allow the students to finish answering the
question.
9. Formulate questions using interrogating
words in the beginning.
10. Address questions to the whole class.
11. Ask the questions before calling a student
to answer it.
12. State the questions once.
13. Questions should be used only to for
instructional purposes. They should not be
used to punish or embarrass students.
14. Ask with encouraging or friendly tone.
15. Ask one question at a time.
16. Raise questions before students go
through a planned classroom activity9e.g.
film showing, observational work, group and
individual investigation, watching a stage
play and the like)
17. Ask questions to get students to be more
critical and creative.
18. Vary the questioning routine.
1. The teacher should make every effort to
show an appreciative attitude toward
student answers. He must be tactful and
considerate.
2. The teacher should never allow wrong
answers to slip by; otherwise the students
will learn wrong facts and concepts.
3. Correct answers of students should be
followed with encouraging remarks by the
teacher.
4. Answering in concert should be discouraged.
5. The teacher should encourage students to
answer in a loud and clear voice.
6. Students should be encouraged to answer in
complete thought and grammatically correct
statements.
7. The teacher should refrain from marking the
students in his record book during the class
recitation
8.The teacher must avoid:
❑ insulting the students
❑ Ignoring their answers
❑ Making students the laughing stock upon giving
weird answers
❑ rejecting students just because their answers are
not exactly what the teacher has in mind
❑Re-affirming that no student can be as
intellectually capable as the teacher
1. Focusing
✓ questions are asked to make students concentrate
on specific items which they have missed earlier
✓ Involves asking questions that highlight the salient
points
✓ E.g. the moral lesson of the story, the conclusion of an
investigation, the main idea of the author
✓ By focusing, irrelevant and off-tangent student
answers can be disregarded, giving way to answers
that are really called for
2. Prompting
✓Technique involving the use of hints or clues that are
used to aid the student in responding successfully or in
correcting their wrong answers.
(Jacobson, Eggen, and Kauchak, 2002)

Ex. T-Can you give examples of adjectives?

S-No answer
T-How do we define adjectives?
S-Words that describe
T- Is beautiful an adjective?
S-Yes
T-Can you give another example of adjective or a word
that describes?
S- Ugly
3. Probing
❑Involves asking questions after students have given
only half-answers, not well- thought out ones.
❑Going deeper into the responses to increase their
understanding and critical thinking

4.Redirecting
❑ used in which a single question is framed for
which there are many possible responses are
elicited from students.
1. Questions should be welcomed by the
teacher.
2. Questions should not be answered right
away.
3. Indiscriminate student questions should not
be allowed.
4. Questions should be framed grammatically
correct.
5. If the teacher is asked questions he cannot
answer, as sometimes happen, he should
promptly admit his inability.
1.According to thinking process
a. Low-Level Questions
Emphasizes memory and simple recall of
information

Example: Who is Maria Montessori?

What are the stages of Cognitive
Development?
b. High-level questions
✓ go beyond memory and factual
information and deal with complex and
abstract thinking.
Examples
What were the reasons for dividing the
province of Mindoro into Oriental and
Occidental?
What are the effects of the el Niňo phenomenon to
the economic, political, and social aspects of our
life?
2. According to the type of answer
required
a. Divergent
 Open ended and usually have many
appropriate answers
 Usually starts it how or why
 There is more opportunity for students
to exchange ideas and differing
opinions.
 Example: How do you differentiate
effective teacher from efficient teacher?
 Why do we need to conduct needs
assessment before starting the project?
b. Convergent
◦ Have one or best answer
◦ Often mistakenly identified as low-level
and knowledge-questions, but they can
also be formulated to demand the
selection of relevant concepts and the
solution of problems dealing with steps
and structure.
◦ Normally starts with what, who, when,
and where

 Ex. What are the three sources of change?

1. Yes-No question
2. Tagging question
3. Guessing question
4. Leading question
5. Trick questions
6. Elliptical question
7. Double questions
❑ Response with a smile
❑ With a nod
❑ Stands close to the student
❑ Looking at the student
❑ Looks interested
❑ Welcoming gesture