questions? We ask questions if we want to find out something that is not known and even with the things, we already have knowledge of. Even small kids ask questions out of curiosity, over the many amazing things they see and experience around them. Uses of Questions:
1. Questions provide answers to our
curios mind, things that need reasoning, things we do not understand, and discovery of something new. Uses of Questions:
2. Questions make us reflect on the way
we deal with life and promote a better understanding of why things happen the way it should be. Uses of Questions:
3. In the classroom: Questions are
considered instructional cues or stimuli that convey to the students the content elements to be learned and directions for what they are to do and how to do it. It should also play a central role in the learning process. What are the characteristics of a good question? A good question should be….. ■ Short, thought provoking, properly directed ■ Unambiguous, relevant, related to the objectives ■ Clearly stated, straight forward, comprehensive, common vocabulary. Characteristics of a Good Question Characteristics of a Good Question What do we mean by Questioning Techniques? ACCORDING TO: Socrates: Teaching is the art of asking questions. Guy Claxton: Good learning starts with questions, not answers. Albert Einstein: In the middle of difficulty lies opportunity. The important thing is not to stop questioning. Why is there a need to know about Questioning Techniques?
■ Interaction – the most common form of
interaction between teachers and students.
■ Challenge –provide motivation by
encouraging students to actively participate in learning. ■ Influence - can cause integration of skills.
■ Progress - asking questions help teacher to
promote the level of the students.
■ Assessment – the teacher can assess the
effectiveness of her teaching. Techniques of Questioning Techniques of Questioning Techniques in Handling Student Questions 1. Distribute questions so that all, including non-volunteers are involved.
2. Balance factual and provoking questions.
3. Ask both simple and challenging
questions so that the poorer students may participate and the brighter students may be extended. Techniques in Handling Student Questions 4. Encourage lengthy responses and sustained answers.
5. Stimulate critical thinking by asking.
“How?”, “To what extent?”, “Under what circumstance?”, “Why?”, “Compare or (contrast)…” Techniques in Handling Student Questions 6. Allow time for thought. Wait until 4 to 5 students want to speak.
7. Be a model of exact phrasing and
coherent thinking.
8. Encourage students to comment on the
answers of classmates. Techniques in Handling Student Questions 9. Don’t drop too quickly a student who seems unable to answer.
10. Use the overhead technique:
Question-Pause-Name
11. Ensure audibility, then refuse to repeat
the questions or answers. (But in large classes, always repeat questions and answers.) Techniques in Handling Student Questions 12. If a student ask a question, don’t answer it until you’ve asked the class.
13. Personalized questions:
“ Pretend you are…what would you do?”
14. Suggest partnership by inquiring
“ How can we…?” Levels of Questioning Levels of Questioning
1. Knowledge: requires that the
students recognize or recall information.
2. Comprehension: requires the
students to think on low level such that the knowledge can be reproduced or communicated without a verbatim repetition. Levels of Questioning
3. Application: requires the students to
solve or explain a problem by applying what he or she has learned to other situations and learning tasks.
4. Analysis: requires the students to
solve a problem through a systematic examination of facts or information. Levels of Questioning
5. Evaluation: requires the students to
make an assessment of good or not so good according to some standards.
6. Synthesis: requires the students to
find a solution to a problem through the use of original, creative thinking. Levels of Questioning
Note:
Low Level Thinking Skills (LOTS)
are those in the knowledge and comprehension level.
High Level Thinking Skills (HOTS)
are those that go beyond the comprehension level. Purpose of Knowing and Using Questioning Techniques: ■ To interest, engage and challenge LEARNERS
■ To check on prior knowledge and connect it to
a new topic
■ To stimulate, recall and use existing
knowledge and experience in order to create new understanding and meaning ■ To focus thinking on key concepts and issues
■ To extend LEARNERS’ thinking from the
concrete and factual to the analytical and evaluative
■ To lead LEARNERS through a planned
sequence which progressively establishes key understanding ■ To promote reasoning, problem solving, evaluation and the formulation of hypotheses
■ To promote learning about the way they
have learned Types of Questions: 1. Factual Questions: used to get information from the students and often test rote memory. 2. Clarification Questions: intend to provide clarity to both students and teachers. 3. Broadening or Extension Questions: enlarge the existing theme, explore implications of the response and can be useful in opening up further possibilities. Types of Questions:
4. Justifying Questions: probe for
assumptions and explore reasons for particular answers.
5.Hypothetical Questions: used to explore
students’ understanding of complex situations beyond the scope of a particular encounter by creating hypothetical scenarios. Types of Questions:
6. Questions about Questions: probe for
reasons for the question that student ask the teachers.
7. Redirected Questions: address the same
questions to several students and distribute responsibility. Effective Questioning should:
1. Reinforce and promote the learning
objectives 2. Include “staging Questions” to draw learners towards key understanding or to increase the level of challenge in a lesson as it proceeds. 3. Involve all learners. 4. Engage learners in thinking for themselves. Effective Questioning should:
5. Promote justification and reasoning.
6. Create an atmosphere of trust where learners’ opinions and ideas are valued. 7. Show connections between previous and new learning. 8. Encourage learners to speculate and hypothesize. Effective Questioning should:
9. Encourage learners to ask as well as to
“receive” questions.
10. Encourage learners to listen and
respond to each other as well as to the teacher. Pitfalls of Questioning:
1. Asking many questions.
2. Asking questions answerable with a simple yes or no answer. 3. Asking too many short-answer, recall based questions. 4. Asking “bogus,” “What am I thinking” questions. Pitfalls of Questioning:
5. Starting all questions with the same stem.
6. Focusing on a small number of learners and not involving the whole class. 7. Making a sequence of questions too rigid. 8. Not giving learners time to reflect, or to pose their own questions. Pitfalls of Questioning:
9. Dealing ineffectively with incorrect
answer.
10. Asking questions when another strategy
might be more better. Classifications of Questions:
1. Closed Questions: a closed question can
be answered with either a single word or a short phrase. Thus: “How?” and “Why?” A closed question can be answered with either “Yes” or “No”. Classifications of Questions:
2. Chunking Questions: Chunking down is
getting more details by probing for more information. The goal is to find out more, fill in empty gaps in your picture, test the reality of the situation.
Example: Why did it happen?
Classifications of Questions:
3. Non-Leading Questions: Avoid complex language-
using big words that learners could not understand.
4. Double Bind Questions: which ever way you
answer the result is the same.
5. Echo Questions: repeat what they say as a question.
Classifications of Questions:
6. Empowering Questions: that releases limits on people.
7. Funnel Questions: seeking more details or more information.
8. Group Questions: questions given to many people at one
time. Classifications of Questions:
9. Interrogative Questions: questions that lead to answers.
10. Leading Questions: that may or may not be a good
thing, you’re giving away the answer.
11. Open Questions: required long and detailed answers.
Classifications of Questions: 12. Probing Questions: digging for more details.
13. Prodding Questions: specific questions for finding details.
14. Socratic Questioning: Socrates method of questioning to