DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor, Pampanga,

Philippines Tel. No. (6345) 458 0021;
Fax (6345) 458 0021 Local 211
URL: http://dhvsu.edu.ph

COLLEGE OF EDUCATION
CHED Center of Development in Teacher Education
DHVSU Main Campus, Villa de Bacolor, Pampanga EMail Address: coe@dhvsu.edu.ph

Learning Teaching Experience 7: Observing Questioning as a Teaching-Learning Tool

Name: _________________________Course/Section: ____________ Date: ____________

Cooperating Teacher: ______________________________ Subject: __________________
I. Intended Learning Outcome: Construct questions for effective teaching and
learning.

II. Experiential Tasks:

a. Exposure: Recording classroom questions
b. Participation: Categorizing teachers and student questions.
c. Identification: Identifying thinking skills elicited through questioning.
d. Internalization: Constructing effective questions
e. Dissemination: Effective questioning as a powerful tool for learning and teaching

9.1 EXPOSURE: Recording classroom session.

What is a question? It is a statement that solicits a verbal or non-verbal response.

It is a teacher’s powerful tool to provoke thinking among his/her learners. There are
different ways of categorizing questions. Here are the most common types used in
classrooms.

Your plan is the thread that will weave all the what and how of your forthcoming
first teaching, sustained teaching and demonstration teaching.
 ⮚ According to Thinking Process Involved

Lower-order questions - Those which invoke remembering and understanding

to be able to provide a response. These are factual questions which do not
require learners to do any processing beyond recalling.

Higher-order questions - Those which require such thinking skills as

analyzing, applying, evaluating and creating to be able to give an acceptable
response.

⮚ According to Expected Response

Questions with single correct answer - Those which has only one | acceptable
response. Oftentimes it is a lower-order question.

Questions with multiple answers - Those which allow diverse acceptable

responses. The question is mostly a higher-order question.

⮚ According to Instructional Purpose

Questions for initiating learning - Those used to introduce a topic or motivate

learners to a new lesson

Questions for guiding learning - Those applied in developing the lesson

Questions for assessing learning - Those intended to monitor or check on

learner’s progress

The Classroom Observation Form which follows will be used for exploration.
This focuses on classroom questioning by your Mentor Teacher while teaching a full
lesson of a subject. The lesson is divided into three segments: preliminary or
introductory phase, lesson Proper, and assessment or closing phase.

As an observer, you will record conscientiously all the questions the teacher asks
within each lesson segment. If there are questions raised by the learners, record them also
and just mark them with S. Don’t forget to indicate the time when a segment starts and
ends. If you need the aid of a tape recorder to record the full lesson, you may use one.
Otherwise, just give your full attention to writing the question yourself. It is expected that
your mentor teacher has been informed of what your observation will be focusing on.
 Table 7.1
Classroom Observation Form
(Classroom Questioning)

Subject Area Observed: ______________________Grade/Yr: _________ Room No.:

Time starts: _________Time ends: ___________Name of Teacher: _____________________

SEGMENT QUESTIONS
Preliminary of
Introductory Phase

Time starts: __________

1. ___________________________________________

2. ___________________________________________
Time ends: ___________

3. ___________________________________________
Time spent: ________ min.

4. ___________________________________________

5. ___________________________________________

6. ___________________________________________
 7. ___________________________________________

8. ___________________________________________

9. ___________________________________________

10. ___________________________________________

SEGMENT QUESTIONS
Lesson Proper

Time starts: __________

1. ___________________________________________
Time ends: ___________
2. ___________________________________________

Time spent: ________ min. 3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

6. ___________________________________________
 7. ___________________________________________

8. ___________________________________________

9. ___________________________________________

10. ___________________________________________

SEGMENT QUESTIONS
Assessment Proper

Time starts: __________

1. ___________________________________________
Time ends: ___________
2. ___________________________________________

Time spent: ________ min. 3. ___________________________________________

4. ___________________________________________
 5. ___________________________________________

6. ___________________________________________

7. ___________________________________________

8. ___________________________________________

9. ___________________________________________

10. ___________________________________________

7.2 PARTICIPATION: Categorizing teachers and students’ questions.

Put together the question/s recorded from the lesson (s) observed by segment. Go over
them carefully and complete the table that follow.
Table 7.2
Learning segment Number of How many are How my are Higher
questions recorded. Lower order Order Questions?
 questions?
A. Preliminary or
Introductory
Phase

B. Lesson Proper

C. Assessment
and closing
phase
Total

What questioning pattern do you see in Table 7.2 in terms of total number of lower- order
questions as compared to number of higher- order questions? Do you see the same pattern in all
the three segments? Cn you explain why?
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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Table 7.3
 Learning segment Number of How many required How many have
questions recorded. only one correct multiple answers?
answer?
A. Preliminary or
Introductory
Phase

B. Lesson Proper

C. Assessment
and closing
phase
Total

2. What questioning pattern do you see in table 7.3 in terms of total number of questions with
only one correct answer as compared to the number of questions with multiple answers? Do you
see the same pattern in all three segments? In which segments do you see more questions with
multiple answers accepted? Can you give reasons why these patterns appear?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Do you see any similarity between the questioning patterns in Table 7.2 and 7.3? Any reason
why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What kind of question can elicit diverse responses? What kind of questions can do that?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Table 7.4

Lesson Segment Number of Number of Number of Number of

Questions Questions Questions Questions
Recorded Initiating Guiding Assessing
Learning Learning Learning
A. Preliminary or
Introductory
Phase
B. Lesson
Proper

C. Assessment
and Closing
Phase
TOTAL:

In which segment do you find the most number of questions for Initiating Learning?
_________________________ Guiding Learning? Assessing Learning?

9.3 IDENTIFICATION: Identifying Thinking Skills Elicited through Questioning

1. Go over your original list of questions and study them carefully. Choose three questions under
initiating learning and indicate the specific thinking skill your Mentor Teacher intends to elicit.
Initiating Learning Questions Thinking Skill
1.
2.
 3.

2. Choose three questions under guiding learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.
Guiding Learning Questions Thinking Skill
1.
2.
3.
What type of questions are often used
here?

3.Choose three questions under assessing learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.
Assessing Learning Questions Thinking Skill
1.
2.
3.
What type of questions are often used
here?

Can a teacher use different types of questions in the different phases of a lesson?
____________________________________________________________________________
___________________________________________________________________________________.

7.4 INTERNALIZATION: Constructing Effective Questions

1. What generalizations can you make based on your analyses of the questions your Mentor
Teacher has constructed?
a.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. You can see the higher-order questions can challenge learners to think more and can
encourage more classroom interaction. As a prospective teacher, can you give a higher-order
question under each of the given topics?

Topic Higher-order questions

1. Climate change
2. Candidates in an election
3. Population
4. Traffic
5. Food

7.5 DISSEMINATION: Write an insightful essay with the title “Effective Questioning Tool for
Learning and Teaching”. You can include this as a core entry in your Growth Portfolio.

Growth Portfolio Entry No. 7

Effective Questioning: A Powerful Tool for Learning and Teaching
 RUBRIC FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP
LTE 7: Observing Questioning as a Teaching- Learning Tool

Criteria 4 3 2 1
Exemplary Satisfactory Fair Limited Score

1 All required Most required Some required Most data

data are data are data are missing and
Data Collection collected, collected, collected, unrecorded.
Skills: recorded, and recorded, and recorded, but
● Observation organized. organized. poorly
● Interview organized.
● Survey
● Documents

2 All teaching Some teaching Very few No evident

internship internship details of details of the
Description and experiences are experiences are teaching teaching
Analysis of Teaching clearly clearly internship internship
 Internship described and described and experiences experiences.
Experiences analyzed. analyzed. are described
but not
analyzed.

3 Attends all Attends most Unable to Unable to

activities and activities and attend some attend to
Level of requirements. requirements. activities and almost all
Participation requirements. activities.

4 Expresses very Attempts to Very little No insights

clearly express insight is given given in one’s
Reflection of One’s insightful insightful in one’s learning.
Professional Growth reflection of reflection of reflection.
one’s learning. one’s learning.

5 All evidence of At least one Evidence of Shows no

growth evidence of growth is evidence of
Evidences of Growth displayed are growth shown but is growth at all
all very not relevant to
relevant to displayed is target
target relevant to instructional
instructional target outcomes.
outcomes. instructional
outcomes.

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely evident
evident in the evident in the evident in the in the
portfolio. portfolio. portfolio. portfolio.

Evaluated by: Other Comments and Observation: Total Score:

Total Score = ______

Rating = Total Score x 100

24
Self - Assessment:

____________________________ _______________________
Student Intern Date

Conforme:

____________________________ _______________________
Mentor Teacher Date