Name: ARNOLD MARK IAN V.

CACANINDIN__________ Section: ____________

Schedule: __________________Class number: _______ Date: ________________
Subject: EDU 023 2s 2324

Part 2: Post Analysis Activity

The dialogue between the teacher and the student showcases various aspects of
questioning techniques and their effectiveness in facilitating meaningful learning
experiences. While the teacher attempts to engage the student in discussing the
solar system, there are several instances where the questioning could have been
improved to enhance student engagement and understanding.

Firstly, the initial question posed by the teacher, "Can someone tell me about the
planets?" is quite broad and lacks specificity. This type of open-ended question may
overwhelm students, particularly if they are unsure where to begin or what
information is expected. Instead, the teacher could have started with a more focused
question, such as "Can anyone name one planet in our solar system?" This
approach provides a clear starting point for the discussion and allows students to
build their confidence gradually.

Secondly, when the student responds with a vague answer, "There are planets, like,
in space. They're big and stuff," the teacher could have employed probing questions
to encourage the student to elaborate further. For example, the teacher could have
asked, "What do you know about the planets? Can you describe any of their
characteristics?" By asking more specific questions, the teacher can prompt the
student to think critically about the topic and articulate their thoughts more clearly.

Thirdly, when the student struggles to recall the names of the planets, the teacher's
response, "Good try. But remember, we covered this last week. What are the other
planets?" may inadvertently put pressure on the student and discourage further
participation. Instead, the teacher could have provided hints or prompts to assist the
student in recalling the information. For instance, the teacher could have said,
"That's close. Can you remember any planets that start with the letter 'M'?" This
approach provides scaffolding to support the student's learning process without
simply giving away the answer.

Furthermore, when the student incorrectly identifies Pluto as the closest planet to the
sun, the teacher's response, "No, Pluto is no longer considered a planet. It's okay;
we'll review this again," is informative but lacks scaffolding to help the student correct
their misconception. Instead, the teacher could have asked follow-up questions to
probe the student's understanding further. For example, the teacher could have
asked, "Why do you think Pluto is the closest planet to the sun? What characteristics
do you think a planet should have?" By guiding the student to reconsider their
understanding, the teacher can foster deeper comprehension and critical thinking
skills.

Finally, when the student struggles to identify the largest planet, the teacher's
response, "Come on, we've discussed this. It's Jupiter. Okay, let's move to the next
topic," may inadvertently reinforce feelings of frustration or inadequacy in the
student. Instead, the teacher could have offered encouragement and positive
reinforcement to maintain the student's motivation. For example, the teacher could
have said, "You're on the right track. Jupiter is indeed the largest planet in our solar
system. Great effort!" This approach acknowledges the student's attempt while
providing corrective feedback in a supportive manner.

In summary, the effectiveness of the teacher's questioning techniques in facilitating

meaningful learning experiences can be enhanced by employing more specific and
scaffolded questions, providing prompts or hints to assist students in recalling
information, and offering encouragement and positive reinforcement to maintain
student motivation. By fostering a supportive learning environment through effective
questioning, teachers can help students develop their understanding and critical
thinking skills more effectively.