E – Content

SWAYAM–MOOC: BASIC INSTRUCTIONAL METHODS

Module – 2: Teacher-Centred Methods

Unit 2.4: Question– Answer Technique

Dr. K. K. Jain
Professor, Department of Mechanical Engineering Education
&
Prof. (Mrs.) Susan S. Mathew
Associate Professor, Department of Electrical and Electronics Engineering Education

Editor: Dr. Joshua Earnest, Former Professor of Electrical Engineering

National Institute of Technical Teachers’ Training & Research

Shamla Hills, Bhopal M.P. - INDIA 462002
Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

MOOC
ON
BASIC INSTRUCTIONAL METHODS

COURSE OUTCOMES
The participants (means teachers or potential teacher
a. Use variety of basic instructional methods and strategies to enhance teaching
learning process.
b. Select relevant instructional method to achieve desired learning outcome based
on strengths and limitations.

Module - 2: Teacher-Centred Methods

Outcomes of Module -2
At the end of this learning module, you will be able to:
i. Use Lecture method effectively.
ii. Apply Demonstration technique during instruction effectively.
iii. Use Question-Answer technique effectively.
iv. Plan to use Improved Lecture method in place of other methods.

Unit 2.4: Question Answer Technique

Contents
1.0 INTRODUCTION ...........................................................................................................................3
2.0 NEED AND IMPORTANCE OF QUESTION ANSWER TECHNIQUE ..................................................3
3.0 TYPES OF QUESTIONS ..................................................................................................................4
4.0 CHARACTERISTICS OF GOOD QUESTIONS ...................................................................................6
5.0 CONSTRUCTION OF QUESTIONSTO BE ASKED IN THE CLASSROOM ...........................................7
6.0 GUIDELINESFOR ORAL QUESTIONSIN THE CLASSROOM .............................................................7
7.0 HANDLING OF STUDENTS’ RESPONSES .......................................................................................8
8.0 RESPONSES TO BE AVOIDED BY THE TEACHERS ..........................................................................9
9.0 ADVANTAGES OF QUESTION ANSWER TECHNIQUE....................................................................9
10.0 LIMITATIONS OF QUESTION ANSWER TECHNIQUE...................................................................10
11.0 SUMMARY .................................................................................................................................10
12.0 REFERENCES & FURTHER READINGS.......................................................................................... 10

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

Unit 2.4
Question Answer Technique

Learning Outcomes of Unit

At the end of this learning unit, you will be able to
• Justify the use of Question - Answer Technique in Teaching - Learning Environment.
• Plan for using Question - Answer Technique effectively.

1.0 INTRODUCTION
"How to transform a one-way lecture into a two-way lecture?" is what a good teacher often
desires. Hence s/he has to plan and present the teaching points and at the same time seek
active participation of the students. One way of ensuring two-way communication is to use
'oral question-answer technique'. For this, a teacher can very well plan in advance, as to what
questions would be asked to students after covering each teaching point in the class. This unit
attempts to discuss different types of questions, characteristics of good questions, and
guidelines for asking questions and ultimately give tips on how to handle students’ responses
with respect to different questions in the classroom.

2.0 NEED AND IMPORTANCE OF QUESTION ANSWER TECHNIQUE

The classroom teaching- learning process demands a method which involves effective
interaction between teacher and students. The pure lecture method is a one way process of
communication which cannot be used for the whole duration of the instructional session.
Prolonged use of lecture method will result in reduction of attention level of students and
therefore its effectiveness. The two-way communication improves the understanding
between teacher and students and leads to a simple, cohesive and encouraging environment
in classroom. This lecture method can become two-way communication by asking question in
different phases of classroom instruction. Instructional sessions that incorporate questions
are more effective in attainment of learning outcomes as compared to sessions that do not
employ question answer technique. Effective use of question answer technique is a key aspect
of the teaching and learning process, as the kinds of questions asked determine the level of
thinking developed in students. Good questioning helps the students to be actively involved
in learning.A teacher perform four basic functions:

• Deliver Instruction
• Management of learning environment
• Evaluation of learning
• Motivating students.

There are definite overlaps in these functions. Some of the purposes of oral questioning under
the above broad functions are highlighted in the table 2.4.1 over here.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

Table 2.4.1: Purposes of Oral Questioning

Broad functions of a teacher Purposes of oral questioning
1. Deliver Instruction
• Introducing new topic
• Reviewing what has been taught
• Development of subject matter step by step
• Checking whether students are understanding
• Stimulating mental activity of students
• Encouraging/promoting healthy discussions
• Directing students to new possibilities in the problem
being explored
• Helping students to apply previously learned material
• Prompting students to make additions to their answers
• Developing oral communication skills of students

2. Management of Learning • Ensuring students' attention to what is being discussed

Environment • Ensuring active participation of students
• Encouraging students to listen to each other
• Maintaining discipline in the class

3. Evaluation of Learning • Checking pre-requisite learning

• Assessing preparation for the lesson
• Checking comprehension of what has been taught

4. Motivating students • Stimulating students to seek out additional data on their

own
• Arousing interest in the class
• Encouraging active participation
• Building up students' self-confidence

In addition to above, the other purposes of oral questions/questioning are to get feedback on
what has been taught as well as how much of it has been learned by students. From the student's
point of view, the major purpose is to seek clarifications about what has been taught and
clarifying doubts, if any.

3.0 TYPES OF QUESTIONS

Oral questions can be constructed and used to perform a variety of functions in the classroom.
Depending on the functions, the questions can be classified as shown in figure 2.4.1.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

a) Introductory Questions: These are the questions asked to introduce new knowledge.
At the beginning these may be used also to test prior knowledge of the students so
that the teacher knows what and where to start.
b) Rhetorical Questions: These are the questions which the teacher can use in rapid
succession in such a way that there is no opportunity for students to respond. This is a
way to present information and give variety to presentation.

Types of Questions

Functional

Rhetorical Introductory Developing Leading Re-capitulatory

questions questions questions question questions
s
For increasing
Participation

Centering Probing Redirecting

questions questions questions

Figure 2.4.1: Types of Questions

c) Developing Questions: These are the questions asked for developing the lesson with
the active participation of the students. These may help the students discover new
knowledge by themselves.
d) Leading Questions: These questions are asked after students have been asked some
question, which they have not been able to answer. These leading questions provide
some prompts or clues to the students and lead students to correct answers.
e) Re-Capitulatory Question: These questions are asked at the end of the lesson to revise
the lesson, measure the success of the lesson, and evaluate how much learning has
occurred.

To increase active participation of students and to provide practice in dealing with the ideas
presented; in addition to the functional types of questions mentioned above, the following
types of questions depending upon the process of asking questions can also be used:

f) Centering Questions: These can be used for focusing students thinking on a

particularly important concept or principle asked.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

g) Probing Questions: These can be used for trying to get a student to go beyond his/her
initial answer to a previous question.
h) Redirecting Questions: These can be used for getting other students to respond to an
initial student's question or to comment on another student’s response.

SELF- CHECK 2.4.1

A number of questions are given below. Classify these on the basis of nature of content
asdefinition, thought provoking and criticism questions.

Sr. Questions Classification Remarks

No. on the basis of content
1. How will you define work?
2. What in your view are the possible causes of
overheating of an induction motor?
3. What inferences can you draw from the
experiment that you have just performed?
4. Do you think solar energy is the most important
form of energy? Why or why not?
5. An electric iron has been used for some time
and the plug contacts are burnt, thus
introducing additional resistance. How will this
affect the amount of heat which the iron
produces?

4.0 CHARACTERISTICS OF GOOD QUESTIONS

The characteristics of any good oralquestions are:
a) To measure outcomes especially related to outcome-based curricula, questions
beginning with 5Ws and H, should be avoided.
b) Questions should not contain phonetically similar words.
c) Questions should be free from hidden clues and ambiguity.
d) Length (and complexity) of the question should be sufficiently long to allow each student
to understand exactly what is being asked.
e) It should be concise, clear, and grammatically correct.
f) It should not contain superfluous words and phrases.
g) It should not be ambiguous, i.e. it should have only one interpretation.
h) It should explicitly state the problem to be solved.
i) As far as possible questions leading to Yes/ No responses should be avoided.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

5.0 CONSTRUCTION OF QUESTIONSTO BE ASKED IN THE CLASSROOM

Decide at what stages in the classroom session questions will be used. Construct questions
according to the situations. This will have to be decided by the teacher on the basis of objectives,
pre-requisite learning and teaching points. Pay sufficient attention while constructing questions
to be asked in the classroom. Some of the points that should be considered are as follows.
a) The question should be brief, clear and unambiguous. It should not use too many
superfluous words and phrases.
b) It is worthwhile to consider the possible response at the time of constructing the
question, so that ambiguity is removed, and clarity is obtained.
c) The question should use language familiar to students.
d) The question should be at the conceptual level of students. Asking too difficult a question
in a class may create a barrier in communication.
e) The question should preferably use personal pronouns, like I, we and you. Usually this is
not practiced when this in a question to be asked in a written exam question paper.
f) The questions on opinions, views can also be asked. Such questions are normally not
asked in a written question paper, where definite answers are expected. Here, there is a
possibility of exploring the views, and coming to some agreement.
g) It may also be useful at this stage to plan about any special care to be taken while
administering a question.

6.0 GUIDELINESFOR ORAL QUESTIONSIN THE CLASSROOM

The oral questioning is an encounter between two human beings. In this case, it is between
teacher and students. Questions should be asked in natural and interesting way. In asking the
questions, the teacher should not become impersonal in your manner. Teacher must always be
alert and watch every reaction of the students. Teachermust communicate in a clear, distinct,
and unthreatening manner. Teacher should ask only one question at a time. Teacher should not
waste time by attempting to 'elicit' information or ideas that students are plainly unable to
supply.Some more guidelines for asking questions in classroom situation are given below:
a) Ask questions in a normal conversational tone loud enough for all class students to hear.
b) Ask questions in such a way that students are sure about what is wanted.
c) Distribute questions throughout the class to keep students interested and alert.
d) Avoid convergent questions which result in group participation. Such questions weaken
classroom discipline and decorum. Instead of convergent questions, pose divergent
questions which stimulate mental activity.
e) Distribute questions among class members so that each student has the opportunity to
participate. This is necessary because if non-participants are allowed to remain silent, this
behaviour will be reinforced. Also by this method ‘ice will be broken’ in the case of shy
students. One way by which teacher can ensure that a student who generally has

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

difficulty in responding to questions can also participate is to ask questions based on his
past experience.
f) Use usually group- oriented approach instead of directing a question to one student. In
such a case direct the Question to the whole class - Pause- Calling a student to reply -
Giving this student time to reply - Giving attention and consideration to thisreply-
Responding to answer.
g) Use individually-oriented approach only to get the attention of an inattentive student, to
make a shy student participate or to continue an earlier response. In this case teacher
can call a particular student by name and that too preferably the first name.

7.0 HANDLING OF STUDENTS’ RESPONSES

When the teacher asks a question to the class or to specific students, there may be different
types of responses. These must be dealt with tactfully, so that students are not discouraged.
Some guidelines for handling different types of responses are given in table 2.4.2:
Table 2.4.2: Handing Student Responses
Sr. Response from How to handle responses by teacher
No. Students
1 Correct The teacher can handle these in one of the following ways.
answers 1. Appreciate the correct answer by verbal comment or praise e.g.
'good', 'excellent', 'That's right' or occasionally non-verbally e.g.
a nod, a pat on the back, a wink.If the teacherrespond in this
way following important functions happen:
a) Giving immediate feedback to the student that he is right
(reinforces for learning)
b) Setting an atmosphere that the teacher care about the
answers given by students and will listen and respond. This
encourages continued student participation.
2. The teacher may wish to direct the attention of the class to
some aspect of student's answer to go deeper and explore
further.
3. Sometimes, without disclosing the class that the response is
correct, ask another student to answer the same question.
2 Partially The teacher can handle these in one of the following ways.
correct 1. Acknowledge and give credit for the correct part. This kind of
answers response gives the student a very positive feeling of worth and
contribution, and motivates him.
2. Try to have the incorrect or weak part of the student's response
improved by him or by class by asking leading questions or
otherwise.
3 Incorrect These answers require diplomatic handling on the teacher’s part.
answers The teacher must respond to the student in one of the following way.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

Sr. Response from How to handle responses by teacher

No. Students
a) Ask leading question to get the correct answer.
b) Accept the answer, although you shouldn't permit any wrong
answer to slip by and cause wrong learning. You can ask the
same question from another student.
Be careful not to be sarcastic. Avoid setting up of negative feelings
into action which could block communication between you and the
student.
4 Incorrect, but The teacher can handle these in one of the following ways.
intelligent a) Appreciate the intelligent part of the answer. Ask leading
answers questions to help the student discover his mistake in concepts.
b) While appreciating the intelligent part, ask another student to
correct the answer. This encourages healthy competition.
5 Irrelevant This may be intentional, and then it is a mischievous answer.
answers Sometimes student may have misunderstood the question, and then
it is unintentional. The teacher can deal with the mischievous answer
by creating humour in the classroom. Avoid being sarcastic.
6 No answer at Occasionally there is no response at all. The teacher can handle such
all situation by:
a) Rephrasing the question to make it simple.
b) Presenting more information and then re-asking the question.

8.0 RESPONSES TO BE AVOIDED BY THE TEACHERS

Once you have asked a question and a student has answered it, you must respond. No response
from teacher in this situation is a bad practice. When you do not respond to a student's answer,
it is not only rude, it conveys a negative meaning. It tends to make the student feel as if his
contribution is worthless.Whatever be the nature of student's response, you should avoid
sarcasm, reprimand, personal attack and accusation. These may be very damaging to a student's
self-confidence and subsequent learning.

9.0 ADVANTAGES OF QUESTION ANSWER TECHNIQUE

A question-answer technique during the classroom sessions is used for the following
purposes. It helps:
a) To arouse student interest and remain active in the class.
b) To encourage classroom verbal interaction and promote healthy discussions among
the students.
c) Teacher to introduce new knowledge torecall the pre-requisites for the proposed
instruction by asking relevant questions to the students.
d) Teacher to develop subject matter step by step and also evaluate the success of the
classroom instruction.

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Module 2: Teacher-Centred Methods Unit 2.3 Demonstration Method

e) To stimulate mental activity of students.

f) To maintain discipline in the classroom.
g) To evaluate the student’s achievements.

10.0 LIMITATIONS OF QUESTION ANSWER TECHNIQUE

The question-answer technique suffers from the following limitations:
a) It may not be effective in a classroom with large number of students.
b) Oral questioning is time consuming, especially when it involves in-depth questioning.
c) It is likely that a small group of students may dominate the discussion. Proper
distribution of questions can solve this problem.
d) In some cases teacher may misunderstand or misinterpret the responses.
e) It is possible that the teacher might be influenced by preconceived ideas concerning
the ability of the students.
f) It restricts the content in to questions.

11.0 SUMMARY
In thisunit, different types of questions, significance of each types of questions, characteristics
of good oral question, and guidelines for asking questions for improving the oral questioning
skills in a classroom were discussed. Questioning being a communication skill, can be
improved by the teacher. As for any skill regular practice of questioning, receive feedback from
self or a colleague or a resource person, can further improve the skill.

12.0 REFERENCES & FURTHER READINGS

[1] Balagurusamy. E.(1978). Employ Oral Questioning Technique, Competency Based
Teacher Education Module No.10, Technical Teachers’ Training Institute Bhopal.
[2] Banthiya N.K., (1980). Devise Oral Question Answer Technique, TTTI Bhopal.
[3] Levin (1989).Secondary Instruction: A manual for classroom Teaching. Allyn & Bacon.
[4] Patki S D (1994).Module on Overview of Teaching Methods.Cement Industry HRD
Project, Technical Teachers’ Teaching Institute: Bhopal.
[5] Penny Heckett, 1996, “Introduction to training”, Pub: University Press, UK.
[6] Banthiya N.K., Joshua E., Mathew Susan S. et al.(1999). Devise Teaching Strategies and
Select Teaching Methods- Competency Based Self-Learning Module. TTTI Bhopal.
[7] Soni, S.K, (2004) “Education Technology for Technical and Vocational Education and
training”, Pub: Sarup & Sons, New Delhi

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