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of LACDANG, QUENIE CZARINA L.

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Principles and methods of

questioning
teaching
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what
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 Socrati
Socratic  IMPLICATION
c AND
metho
method CONSEQUENCE
 VIEWPOINT
QUESTION
d QUESTIONS
 CLARIFICAT  ASSUMPTIO  ORIGIN AND
ION  QUESTION N SOURCE
QUESTIONS ABOUT QUESTIONS REASONS AND
QUESTIONS
AN INITIAL EVIDENCE
 • When planning questions, keep in mind
your course goals.
• Aim for direct, specific
questions.
• Ask questions throughout your class and
ask only one question at a time.
• Ask open-ended
questions.
• Use Bloom’s Taxonomy to be sure you
are addressing various types of cognitive
General strategies for processes in your questions.
Asking questions
Bloom’s taxonomy
 • When planning questions, keep in mind
your course goals.
• Aim for direct, specific
questions.
• Ask questions throughout your class and
ask only one question at a time.
• Ask open-ended
questions.
• Use Bloom’s Taxonomy to be sure you
are addressing various types of cognitive
General strategies for processes in your questions.
• Refine and reflect on questions after
Asking questions class.
 What is the
importance of
of
Questioning in
the classroom ?
What is the importance
of Questioning in the
classroom
To develop interest and motivate
students to become actively
involved in lessons.
To develop critical thinking skills.
To review learning.
To stimulate students to pursue
knowledge on their own and ask
their own questions.
 Tips on
questioning
Totechniques
enhance
Active learning
k challenging
estions Open- ended question
Uncluttered question Learn to wait
“The highest form
of human
excellence is to
question oneself
and others.” -
socrates
Simmonds, martyn. (2017, January 19). The importance of questioning. Article retrieved from:
https://classteaching.wordpress.com/2017/01/19/the-importance-of-questioning/
Dillon, j.t. (1983). Teaching and the art of questioning. Article retrieved from:
http://teacherlink.ed.usu.edu/yetcres/catalogs/reavis/194.pdf
Intel Foundation and Intel Corporation. (2007). Designing Effective Projects: Questioning The Socratic Questioning Technique.
Article retrieved from: https://www.intel.com/content/dam/www/program/education/us/en/documents/project-
design/strategies/dep-question-socratic.pdf
Anderson, L.W., Krathwohl, D. (ed). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of

references
educational objectives. New York: Longman, 2001.
Armstrong, P. (2018). Bloom’s taxonomy. Center for Teaching. Vanderbilt University.https://cft.vanderbilt.edu/guides-sub-
pages/blooms-taxonomy/.
Bloom, Benjamin (ed). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 1956.
Davis, Barbara Gross. Tools for teaching. San Francisco: Jossey-Bass Publishers. 1993.
“Questioning Strategies.” Center for Teaching Excellence. University of Illinois at Urbana-
Champaign. http://cte.illinois.edu/resources/topics/methods/strateg.html.
McKeachie, Wilbert, et al. McKeachie’s teaching tips: strategies, research, and theory for college and university teachers. 12th ed.
Boston: Houghton Mifflin, 2005
The Teaching Center. (2019).Asking Questions to Improve Learning Article retrieved from:
https://teachingcenter.wustl.edu/resources/teaching-methods/participation/asking-questions-to-improve-learning/
Llanata, Israelita Isabela. (2009, August 3). Art of Questioning. Article Retrieved from:
https://www.scribd.com/doc/18050611/The-Art-of-Questioning-
Ppt?fbclid=IwAR241sOprr9eooaQuYzdlYyz4C_ks7m9kTZXdNBrYb3V20tKprdMc0T-5os