7

ENGLISH
Quarter 3-Module 7
Raising sensible, challenging,
thought provoking questions in public
forums/panel discussions, etc.

i
English – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 7: Raising Sensible, challenging, thought provoking
questions in public forums/panel discussions, etc.
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

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over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mary-Ann G. Fuentes
Editors: Jessie Lou L. Ecleo
Reviewers: Leizl A. Elli
Illustrator: None
Typesetter: Mich Izen I. Paña
Management Team: Senen Priscillo P. Paulin, CESO V Rosela A. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel R. Rasid
Nilita L. Ragay, Ed.D. Elmar L. Cabrera
Anna Lee A. Amores, Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

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 7
ENGLISH
Quarter 3 – Module 7
Raising sensible, challenging
thought-provoking questions in
public forums/panel discussions,
etc.

iii
Introductory Message

For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on raising

sensible, challenging thought provoking questions in public forums/panel
discussions!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

“If I had an hour to solve a problem, and

my life depended on the solution, I would
spend the first 55 minutes determining the
proper question to ask… for once I know
the proper question, I could solve the
problem in less than five minutes.”
- Albert Einstein

-
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the learner:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on raising

sensible, challenging thought provoking questions in public forums/panel
discussions!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.

What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the

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 lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life situations
or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ iii

INTRODUCTORY MESSAGE --------------------------------- iv

For the Facilitator --------------------------------- iv
For the learner ----------------------------------------- v

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 2
Task 1 ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 7

WHAT I CAN DO ---------------------------------------- 8

ASSESSMENT ------------------------------------------------ 8

ANSWER KEYS ------------------------------------------------ 9

REFERENCE LIST -------------------------------------------- 10

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 WHAT I NEED TO KNOW
Questions are the heart of discussion. A great question will challenge
your students, sparking collaborative thought-provoking class
conversations that lead students to communicate with their peers.

If the right questions are asked, students will be thoroughly engaged in

the discussion, where they will share prepared and researched ideas,
explore thoughts and reflections and actively practice 21st century skills
such as: communication, critical thinking, collaboration, creativity,
problem solving, and much more, which will prepare them for the
challenges and opportunities of today and the future.

All of these things are true, but only if the right questions are asked. If
you want to propel your students to think more deeply during classroom
discussions, it’s important to keep in mind the questions you’re asking.

Learning Competency
EN7OL-III-h-1.3.1: Raise sensible, challenging thought provoking questions
in public forums/panel discussions, etc.

At the end of the module, you should be able to:

1. Identify the purpose of raising sensible, challenging thought-provoking

questions in a panel discussion. (Cognitive)
2. Compose thought-provoking questions in the given text from a panel
discussion. (Psychomotor)
3. Appreciate the importance of asking sensible questions in conversation.
(Affective)
4. Display self-independence in accomplishing tasks and exercises.
(Attitude)

Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

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 WHAT I KNOW

Pre-assessment:

Directions: Read each item carefully. Write your answer in your notebook.

1. Which statement is true?

a. Topics related to ethical issues are not good for group discussions.
b. Topics with clear right and wrong answers are excellent for group
discussions.
c. Topics related to ethics generally are good for group discussions.
d. It is best to avoid topics that are controversial when picking group
discussion topics.

2. What types of questions are good to ask in a group discussion?

a. Questions with one word or short answers
b. Questions with clear correct answer
c. Questions that require the group to synthesize and evaluate
information
d. Reading comprehension questions

3. Which of the following would be a good question to ask a group after

reading a fictional book?
a. Where did the main character live?
b. Who was the main character’s best friend?
c. Which scene do you think was the most important? Why?
d. What was the point of conflict for the character?
https://study.com/academy/practice/quiz-worksheet-topics-activities-for-group-
discussions.jpg

WHAT’S IN

❖ What is panel discussion?

❖ What is the purpose of raising sensible, challenging thought-provoking
questions in a panel discussion?
❖ What is the importance of asking sensible questions in a conversation?

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 An open forum and panel discussion engages
the public in a way that one-way print media or
even visual presentations cannot. This activity
provides a context for learning first-hand what
community members are thinking, and it provides
an opportunity to clarify or resolve issues.
https://archive.grrn.org/zerowaste/kit/event/public_forum.html

Questions are the heart of discussion. A great question will challenge

you students, sparking collaborative thought-provoking class conversations
that lead you to communicate with your peers.
If the right questions are asked, you will be thoroughly engaged in the
discussion, where you will share prepared and researched ideas, explore
thoughts and reflections and actively practice 21st century skills.
https://parlayideas.com/6-questions-improve-classroom-discussions/

Being fully present in every conversation will speak well of your

character. Ask questions to gain an understanding. At times, asking the
same question of another is appropriate and right. At other times, it may be
more valuable to ask a different question to gain a deeper understanding.

WHAT’S NEW

“If I had an hour to solve a problem, and my life depended on the solution, I
would spend the first 55 minutes determining the proper question to ask… for
once I know the proper question, I could solve the problem in less than five
minutes.”
- Albert Einstein

That’s how significant a good question is. It is a powerful tool that

can cause the desired impact and invoke the right emotions and thoughts. A
good question can ignite creativity and also educate students.
While developing good questions may seem like a pretty
straightforward task, it is not as simple as it looks. A good question needs to
have a personality of its own which is made of specific characteristics.

https://elearningindustry.com/characteristics-of-a-good-question-7

There are a few things more satisfying than an interactive and

thoughtful conversation. A well-composed conversation is one in which all
are asking questions of each other, listening to learn, and building on each
other’s views and stories.

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 WHAT IS IT
Good to Know!

How to Create GREAT Questions in a Panel Discussion

The key to any great panel discussion is for the moderator or audience to ask great
questions that inspire frank conversation amongst the panelists.
In my experience, that doesn’t happen spontaneously. Great questions are often
curated in advance by the moderator or crowd-sourced from the audience either
before or during the panel discussion.
So let’s talk about how a moderator (that could be YOU!) curates amazing
questions:

Do Your Research. First, you’ll want to do a bit of research on the topic, the
panelists and the audience. As you research the topic, talk to the panelists and
connect with the audience (either through social media or a few sample interviews),
you’ll start to compile a list of potential questions. These questions should
specifically be:
• Tied to the topic
• Reflective of a specific panelist’s work or interests
• Representative of issues the audience will be interested in

At this point, don’t worry about the exact phrasing or quality of the
questions. Prepare more questions than you think you’ll need – and make sure
they cover the topical landscape.

Get Your List. When you are ready, pull out that long list of potential questions
from your research.
• What’s the most prevalent question on everyone’s mind?
• Why is this topic important right now?
• What are the key challenges the audience is facing about this topic?
• What are the two things that are most important to share/discover on this
topic during the panel?
• Where does the panel agree and disagree about the topic?

Cull Your List. Whittle your list down to at least two main questions per panelist.
Keep a backup of ten or more questions to use if needed. When finalizing your
questions, put yourself in your audience’s shoes. Make sure you ask the questions
that are on everyone’s mind.

Sequence the Questions. Typically, moderator-curated questions have a flow that

moves from strategic to the more tactical.
• Strategic. Start with broad or ”high altitude” questions designed to discuss
what is happening in the world.
• Benefits. Move to the benefits and/or consequences about why the audience
should care.
• Specifics. Ask more specific questions where the panelists will be more inclined
to share anecdotes or concrete examples.
• Application. Make sure the audience walks away with substantial value and the
ability to apply the information.
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Create Your Cue Cards. You can write your questions down on 3×5 or 5×7 index
cards (consider using a key-ring punched through the upper left-hand corner to
keep the cards in order during the session) or use a tablet to scroll through the
questions. You can also use them as prompts for your welcoming remarks, panelist
introductions and closing remarks.
https://powerfulpanels.com/create-great-questions-panelists-answer-panel-discussion/

Here are some types of questions that tend to facilitate thoughtful, sustained
discussions:
• Analysis
o Questions beginning with “Why…” “How would you explain…” “What is the
importance of…” “What is the meaning of”
o Example: What is the meaning of Madame X’s comment about Jacque’s
activities the week before their encounter at the opera? (2)
• Compare and Contrast
o “Compare…” “Contrast…” “What is the difference between…” “What is the
similarity between…”
o Example: What is the difference between the mother and the father’s
attitudes toward the daughter’s relationship with Philippe? (2)
• Cause and Effect
o “What are the causes/results of…” “What connection is there between…”
o Example: What is the cause of Lea’s distress when she looks at herself in
the mirror? (2)
• Clarification
o “What is meant by…” “Explain how…” (2)
• Pose an either/or question or Debate
o Example: “Is the frontier or the industrial revolution more important for an
understanding of American character?” Have the class divide physically
into those who favor each side and those who are undecided. Have the pro
and con sides debate the issue, with the undecided free to contribute at
any time. Instruct students to move to the other group if they change their
view during the debate. This kind of debate can encourage intellectual
flexibility and help students clarify value positions and levels of argument.
(2)
• Hypothetical questions
o Hypotheticals are also a great way to allow students to use the creative and
imaginative portions of their brains. If your material is science-based, ask
students to imagine a world without that particular phenomenon or
property.
o For example, What would the world be like without gravity? or How would it
affect the food chain if this type of insect went extinct? If you’re using
narrative material, ask students to describe how they would behave or
react in the character’s situation. (7)
• Moral/ethical dilemmas
o Provide students with a problem or situation, and ask them to explore one
or more of the moral and ethical concerns.
o This type of prompt will get students thinking about the topic from multiple
sides, giving them a broader understanding of the subject. This will help
prepare them for discussion, as they now have the tools to form their own
opinions and ideas based on those that they have researched. (6)
• Assess → Diagnose → Act
o Assessment: What is the issue or problem at hand?
o Diagnosis: What is the root cause of this issue or problem?

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 o Action: How can we solve the issue?
o This type of question will help students through the process of problem
solving. Each step will have them evaluating the problem and prompting to
think of ways that they can fix it/deal with it. (6)
• Conceptual Changes
o Introduce students to a new concept or idea, then ask them to search
online to find a common misconception about this topic and explain it in
their response.
o Get students forming their own ideas about a topic based on the content
they’ve read. Once they’ve formed their own ideas they must then question
their own methods and challenge their original thoughts. These are great
ways to get students thinking critically about their own ideas, coaching
them to reflect and self-evaluate. (6)
• Personal Exploration
o Let students explore a new idea on their own terms. Exploring what it
means to them as individuals. This creative freedom helps them find their
authentic voice. For example:
o “What does _______ mean to you?” OR “Find an example of…”
o Questions like this encourage students to be curious and build a personal
connection with the topic. This makes the topic more interesting to the
student which helps foster further engagement during discussions. (6)
• Significance
o What is the long-term effect of this problem? How does this scene/quote
affect the character(s)? Is there something more important that we should
be considering? If we take a step back, what new theories can we make
about the story/character/conflict? (4)
• Connections
o Does this remind you of anything we have studied or seen before? Have
you experienced a similar problem before? Has someone you know dealt
with this problem before? Does this seem to be part of a pattern? (4)
• Points of View
o Whose point of view are we hearing? Whose point of view is left out? (4)
• Forced Debate
o Force students to select one or the other of two opposite sides and to
defend their choice.
o Example: "Burke or Paine?" "Booker T. Washington or W.E.B. Du Bois?"
"Are you for or against achieving racial balance in the schools?" "Should
Nora have left or stayed?" "Who had the better argument: Creon or
Antigone?" "Capitalism or Socialism for developing nations?" Once students
have made their choice, which may be required prior to entering the room
for class that day, I ask them to sit on one side of the table or room to
represent their decision. Physical movement is important and sides need to
face each other.

https://docs.google.com/document/d/13qZZts3iGT381C7Vn9T6SdmHTUXKo_BrvrO_iWVYizc/edit#h
eading=h.na2c6cpz667i

Keep in mind that thought-provoking questions are not merely the simple
recall type of questions. These should involve critical and analytical qualities to it.
Other times, it should involve expansion of ideas and providing tangible examples.

This time, I will give a topic and then I will present five questions. Let us try
to determine whether each question is thought-provoking or not and explain why.

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 Topic: Teenage Depression
Questions:
1. What is teenage depression?
2. How can we determine depression from an individual?
3. What are the types of teenage depression?
4. What is the best way to help a depressed teenager?
5. What if I have a friend who seem to be experiencing depression, but she
does not share to me about it and seems to not be open to help? What
will I do?
Now, let’s look at those questions again. Which ones are thought-provoking,
and which ones are not? We can see that 2, 4, and 5 make us think more and
would need careful and well-thought of answers. These are the thought-provoking
questions, while numbers 1 and 3 are good questions but only need basic and
memorized answers. These questions are not thought-provoking.
I hope you understand now, how thought-provoking questions should be
constructed.

WHAT'S MORE
Carefully think about the given topic below. Then, classify which of the
following questions are thought-provoking and which are not. Write TP if it is a
thought-provoking, question and NTP if it is not.

Topic: Technology and the Social Media

______________1. What makes social networking sites unique from other

modes of socialization?
______________2. Being that Facebook is the most widely used social
networking site today, would you consider this as the best avenue to
form relationships? Why or why not?
______________3. What is gadget?
______________4. How would you tell your classmate or friend on the proper
use of gadgets?
______________5. What are risks that we should be aware of as gadget-users?
______________6. Who are considered gadget-addicts?

WHAT I HAVE LEARNED

Directions: Review the lesson on Listening Strategies. Then write your reflection
in your notebook by finishing up the unfinished statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

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I have realized that _______________________________________________________
__________________________________________________________________________

I will apply _______________________________________________________________

__________________________________________________________________________

WHAT I CAN DO
Think about the given topic below. Formulate at least three (3) thought-
provoking questions from it. Please refer to previous discussion on how to compose
thought-provoking questions.

Topic: Cyberbullying

1. _______________________________________________
2. _______________________________________________
3. ________________________________________________

ASSESSMENT

Finally, you are one step closer to finishing your tasks. To help you
sharpen more your skills, here is your FINAL TASK.

General Directions: Read each item carefully. Identify the type of

question asked. Write your answer in your activity notebook. Go!

1. What is the difference between the mother and the father’s attitudes
toward the daughter’s relationship with Philippe?
2. What is the cause of Lea’s distress when she looks at herself in the
mirror?
3. What is the importance of the proper use of gadgets?
4. What would the world be like without gravity?
5. We are facing a pandemic nowadays, how does this situation affect
you?
6. Have you experienced the same problem before like what you are
experiencing right now?
7. What is the author’s point view in writing the story?
8. Are you for or against banning the use of cell phones in the schools?
Defend your choice.

Good Job! You are now done with Raising sensible, challenging,
thought-provoking questions in public forums/panel discussions, etc.

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 916
What I Know
Pre-Assessment
1. B
2. C
3. C
What’s More
1. TP
2. TP
3. NTP
4. TP
5. TP
6. NTP
What I Can Do
Student formulates at least three thought-provoking questions about CYBERBULLYING.
Assessment:
1. Compare and contrast
2. Cause and effect
3. Analysis
4. Hypothetical question
5. Significance
6. Connections
7. Point of view
8. Forced debate
ANSWER KEYS
REFERENCE LIST
Retrieved from:
https://powerfulpanels.com/definition-panel-discussion/ N.A.N.D.

https://en.wikipedia.org/wiki/Panel_discussion N.A.N.D

https://www.pathwright.com/blog/how-to-write-discussion-
questions/

https://www.thindifference.com/2012/09/the-importance-of-
questions-in-
conversations/#:~:text=Being%20fully%20present%20in%20every,to%
20gain%20a%20deeper%20understanding.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmdsnegor.net

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