MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

EPISODE V: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES THAT PROMOTE/

DISCOURAGE INTERACTION

Below are the topics included in Episode 5:

A. Type of questions

B. Questioning Behavior

C. Reacting Behavior/ Reciting Behavior of information.

Be guided by the task below as you do your online classroom observation. Then accomplish the
matrix data below.

Guide Question Classroom Observation Report

1. Questions that promote/discourage
interaction

A. Type of questions
a.1.Describe the type of questions your
Resource Teacher is asking in class.
a.2. Give examples of questions that s/he
asked.

B. Reacting Techniques
b.1. Describe the behavior of the teacher in
reacting to the questions given by his/her
learners.
b.2. Give examples of reacting techniques s/he
employed in the class.

C. Discuss how effective questioning and

reacting techniques can promote/discourage
learning.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Based on your observations, answer the given questions clearly and concisely below.

1. Neil Postman once said: “Children go to school as question marks and leave school as
periods.” Does this have something to do with the type of questions that teachers ask and
the questioning and reacting techniques that they employ?

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

C. Reflect on the importance of using various reacting techniques.

I shall document my online observation and attach the required

evidence such as but not limited to accomplished “My
Observation”, “My Analysis”, “My Reflection”, My Artifacts” which
MY LEARNING include (photographs, illustrations, organizers, songs, rhymes,
ARTIFACTS acronyms and the like) per episode to counter validate my
experiences.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

My Artifact: List/Classification of the questions asked by the Resource Teacher

I shall base my submitted e-portfolio in the presented analytic

scoring rubric for self-rating purposes upon completion of this
episode.

RUBRICS

RUBRIC FOR PERFORMANCE TASKS EVALUATION

Work Task Evaluation for FS 1, Episode 5- Effective Questioning and Reacting Techniques that
Promote/Discourage Interaction

Learning Outcomes: At the end of episode I, you would be able to

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

1. identify the Resource Teacher’s questioning and reacting techniques; and

2. determine the importance of using various reacting techniques.
Components Excellent Very Satisfactory Satisfactory Needs Total
(4) (3) (2) Improvement (1)
Three two (2) to
All observation Four (4) or more
One (1) observation three (3)
tasks were observation tasks
My task was not observation tasks 4
completely were not
Observation answered/ were not
answered/ answered/
accomplished answered/
accomplished accomplished
accomplished
Score 4 3 2 1
Half or more than
All questions were
of the given
answered Questions were
All questions were questions were not
completely; not answered
answered answered; answers
answers are with completely;
completely; answers were not
My depth and are answers are not
are connected to connected to
Analysis thoroughly connected to 4
theories; grammar theories; most of
grounded on theories; one (1) to
and spelling are free the texts were
theories; grammar three (3) grammar
from errors. misspelled and
and spelling are and spelling errors
grammatically
free from errors.
incorrect.
Score 4 3 2 1
Not so clear and Unclear and
Profound and clear
Clear but lacks shallow; somewhat shallow; rarely
My supported by what
depth; supported by supported by what supported by what
Reflection were observed and
what were observed. were observed and were observed and 4
analyzed.
analyzed. analyzed.
Score 4 3 2 1
The portfolio is The portfolio is The portfolio is not
The portfolio is not
reflected in the reflected in the reflected in the
reflected in the
context of the context of the context of the
My context of the
learning outcomes; learning outcomes; learning outcomes; 4
Learning learning outcomes;
Complete, well- Complete, well- Complete, not
Artifacts not complete, not
organized, highly organized, relevant organized, relevant
organized, not
relevant to the to the learning to the learning
relevant
learning outcome. outcome. outcome.
Score 4 3 2 1
Submitted two (2)
Submitted before Submitted on the Submitted a day
Submission days or more after 4
the deadline. deadline. after the deadline.
the deadline.
Score 4 3 2 1
COMMENT/s Over-all Score Rating☹Based on
the transmutation)

Proposed Transmutation Table

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 4 5

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

REGIE BOY B. FABRO _______________

Signature over printed name of the FS Teacher Date

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

 cte@mmsu.edu.ph  (077) 600-2014 www.mmsu.edu.ph