Art of Questioning

PEDAGOGICAL RETOOLING IN
MATHEMATICS, LANGUAGES AND

SCIENCE
(PRIMALS)
REGION-WIDE TRAINING
OCTOBER 21-27, 2018
CINCO NIŇAS, CITY OF KORONADAL
SOCCSKSARGEN I REGION-WIDE
SOCCSKSARGEN I REGION-WIDE TRAINING
TRAINING ONON PEDAGOGICALRETOOLING
PEDAGOGICAL RETOOLING IN MATHEMATICS
MATHEMATICS,LANGUAGES AND
LANGUAGES SCIENCE
AND (PRIMALS)
SCIENCE (PRIMALS)
Session 4:
ART OF
QUESTIONING
FACILITATOR: MARIA CONSOLACION P. HIDALGO
SOCCSKSARGEN I REGION-WIDE
SOCCSKSARGEN I REGION-WIDE TRAINING
TRAINING ONON PEDAGOGICALRETOOLING
PEDAGOGICAL RETOOLING IN MATHEMATICS
MATHEMATICS,LANGUAGES AND
LANGUAGES SCIENCE
AND (PRIMALS)
SCIENCE (PRIMALS)
OBJECTIVES
At the end of the session, the participants are

expected to:
1.Identify purposes for asking questions in the

classroom;
2.Identify characteristics of good questions;
3.Distinguish types of questions;
4.Recognize the importance of asking high
inquiry questions; and
5. Formulate high inquiry questions.
SOCCSKSARGEN I REGION-WIDE TRAINING ON PEDAGOGICAL RETOOLING IN MATHEMATICS, LANGUAGES AND SCIENCE (PRIMALS)
ACTIVITY 1
1.Form groups with three or four

members.
2.Read the passage, “Caretaking Our
World’s Water” and form two questions.
3.Write your questions in metacards. Use

one metacard for one question.
4.Discuss among your group the
answers to the questions formed.
Mount the questions on the board and
WHAT’S ON YOUR MIND?
1.Are the answers to the questions found in the
text?
2.What do we call the type of questions whose
answers are found in the text?
3.How many literal questions did you form?
4.What kind of thinking skill do you think is
developed when literal questions are asked?
5.What do you call the type of questions whose
answers are not found in the text?
6.How many of this type of question did you form?
7.What kind of thinking skill do you think is

developed when this type of questions are
asked?
ABSTRACTION
“Do you think asking questions play a

significant role in teaching? Why do
you think so?
Purposes of asking questions
DISCUSSION
 What were some reasons for asking

questions that were mentioned in the
video, which you weren’t able to
initially identify?
 Can you cite of specific classroom

situations to demonstrate a particular
purpose for asking questions?
PURPOSES OF ASKING QUESTIONS
 To motivate
 To instruct
 To evaluate or assess
 To prompt critical thinking Skills
OTHER PURPOSES OF ASKING
QUESTIONS
 Provide opportunity
 Encourage creative thought
 Challenge and model
 Share learning
 Foster speculation, hypothesis and opinion
QUESTION CYCLE
“Which part of your lesson (before, during, or

after) do you ask questions to students?
What do you or your students gain when you
ask questions before the start of your lesson?
How about while the lesson is ongoing? What
do you or your students gain when you ask
questions at the end of your lesson?”
QUESTION CYCLE
Question Cycle
QUESTION CYCLE CHART
Question Cycle
(Adapted from Rosie Piller and Ian Beatty)
Before During After
Question Cycle
(Adapted from Rosie Piller and Ian Beatty)
Before During After

 Motivate  Check  Relate to big
 Discover knowledge picture
 Predict  Apply knowledge  Demonstrate
outcome  Analyze success
 Provoke knowledge  Review or recap
thinking  Evaluate  Exit poll
 Assess prior knowledge
knowledge  Synthesize
knowledge
 Exercise skill
 Elicit
misconception
DISCUSSION
 What were some reasons for asking

questions that were mentioned in the
video, which you weren’t able to initially
identify?
 Can you cite of specific classroom

situations to demonstrate a particular
purpose for asking questions before,
during, or after a lesson?
WHAT MAKES A GOOD QUESTION
What makes a good question
DISCUSSION
What makes a good question?
Give me one or two characteristics

mentioned in the video and construct a
question that satisfies one of the
characteristics?
CHARACTERISTIC OF A GOOD
QUESTION
“The power of questioning is in answering. As
teachers, we not only need to ask good question
to get good answer, but need to ask good
question to promote thinking required to give
good answer.”
-N. Anderson-
CHARACTERISTICS OF A GOOD
QUESTION
 Help students make sense of the topic or lesson.
 Generate multiple answers
 Unravel students’ misconceptions.
 Encourage students to make connections and
generalizations.
 Let the students apply knowledge in new and
challenging situations.
 Lead students to wonder more about a topic and
to perhaps construct new questions themselves
as they investigate this newly found interest.
TYPES OF QUESTIONS
Types of Questions
LEVEL OF THINKING
Lower Order Thinking Skills

 Recalling or remembering
 Knowing
 Handling of a restricted set of ideas, data or
knowledge
TYPES OF QUESTIONS
Category 1 Category 2
 Factual Higher cognitive
 Closed Open
 Convergent Divergent
 Lower level/ Higher Level/
 lower order
Higher order
 Low inquiry
High Inquiry
LOW INQUIRY VS. HIGH INQUIRY
QUESTIONS
Low inquiry questions High inquiry questions

• Reinforce “correct” • Stimulate a much
answers. broader range of
responses.
• Stimulate high levels
of thinking.
ACTIVITY
Write the six types of thinking skills following
Bloom’s Taxonomy in metacards. One
metacard should contain one type of thinking
skill. Mount them at random on the board.
Revised Bloom’s Taxonomy
The student can
recognize and recall
relevant knowledge from
long-term memory:
define, duplicate, list,
memorize, repeat,
reproduce
The student can
construct meaning from
oral, written, and graphic
messages: interpret,
exemplify, classify,
summarize, infer,
compare, explain,
paraphrase, discuss
The student can use
information in a way:
demonstrate,
dramatize,
interpret, solve,
use, illustrate,
convert, discover,
discuss, prepare
The student can distinguish
between parts, how they relate
to each other, and to the
overall structure and purpose:
compare, contrast, criticize,
differentiate, discriminate,
question, classify,
distinguish, experiment
The student can make
judgements and justify
decisions: appraise,
argue, defend, judge,
select, support,
evaluate, debate,
measure, select, test
verify
The student can put
elements together to
form a functional whole,
create a new product, or
point of view: assemble,
generate, construct,
design, develop,
formulate, rearrange,
rewrite, organize,
device
DISCUSSION
 Were we able to come up with the
same hierarchical order of
thinking levels?
 What levels of question do you

mostly use in your science class?
 Which one do you rarely use in your

science class? Why do you rarely use
that level of question?
REFLECTION
An idea that is new An idea that I An idea that I want An idea that I
to me learned more to learn more found most
about about relevant as a
science teacher
IT’S MY TURN!
Instructions:
1. Go through one of your science lesson for this week or next week.
2. Check if you have incorporated some questions before, during, and
after your lesson.
3. Add one or two questions that you can ask during three points of
your lesson if no questions have been formed. Keep in mind the
qualities of good questions.
4. If questions have been formed, identify whether these are low inquiry
or high inquiry questions. Transform two to three low-inquiry
questions to high-inquiry question.
5. Identify the level of question based on Bloom’s Taxonomy for high
inquiry questions formed.
6. Refer to your before-during-after viewing chart and Bloom’s
Taxonomy chart as references in formulating or revising your
questions.
“A good teacher
makes you think
even when you
don’t want to.”
(Fisher, 1998, Teaching Thinking)

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PEDAGOGICAL RETOOLING IN

MATHEMATICS, LANGUAGES AND

CINCO NIŇAS, CITY OF KORONADAL

At the end of the session, the participants are

1.Identify purposes for asking questions in the

1.Form groups with three or four

3.Write your questions in metacards. Use

7.What kind of thinking skill do you think is

“Do you think asking questions play a

 What were some reasons for asking

 Can you cite of specific classroom

“Which part of your lesson (before, during, or

Before During After

Before During After

 What were some reasons for asking

 Can you cite of specific classroom

What makes a good question

What makes a good question?

Give me one or two characteristics

Lower Order Thinking Skills

Low inquiry questions High inquiry questions

 What levels of question do you

 Which one do you rarely use in your

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