Art of Questioning.pdf

The slides contain the art of questioning and some exercises in formulating questions for classes.

1. THE ART OF
QUESTIONING
Prepared by
Prof. MaritesA. Balot
Philippine Normal University
North Luzon

2. Some Guidelines
•Besimpleanddirect.
•Encouragecriticalthought.
•Beaimedatelicitingbroadanswers,not
memoryorfactualinformation.
•Beaskedinanorderthatcorrespondstothe
contentofthelesson.

3. •Build on each other, that is, be
sequential.
•Challenge students, yet not be
above the level of the class.
•Be framed to meet the needs and
interests of the students.
•Vary in difficulty and abstractness to
encourage participation by different
students.

4. What needs to be considered?
1.Wait-time
2.Directing
3.Redirecting and Probing
4.Commenting and Praising

5. WAIT-TIME
-interval between asking the question
and the student response
-1 second is the average wait-time for
factual/memory questions
-increasing the wait-time to 3-4
seconds has benefits

6. Benefits of increasing wait-time
1.Length of response increases.
2.Unsolicited but appropriate responses increase.
3.Failure to respond decreases.
4.Confidence increases.
5.Speculative responses increase.
6.Student-to-student responses increase.
7.Evidence-inference statements increase.
8.Student questions increase.
9.Responses from students rated by teachers as
relatively slow increase.

7. DIRECTING
-Askaquestionthencalla
student’sname(volunteeror
non-volunteer;atrandom).

8. REDIRECTING & PROBING
-If student’s response is incorrect,
the teacher redirects it to another
student.
-If a teacher wants to have a
student give better answer, he
probes.

9. COMMENTING & PRAISING
•Honest praise increases achievement and
motivation. Examples: smiling, nodding,
giving brief comment
***Read
Ornstein, Allan C.
Strategies for Effective Teaching, p. 294

10. •Comments can be categorized as negative but
can be used in a supporting way or followed
by positive suggestions or peer recognition.
Ex. “You don’t understand. Let’s see who can
help you.”
“That’s not really right. But it was a difficult
question. Let’s see how we can improve the
answer.”

11. •“It is not only what you say
that counts, but how you
say it, why you say it, and
how you follow up.”

12. DOs IN ASKING QUESTIONS
1.Askquestionsthatarestimulatingand
notmerelymemorytestingordull.
2.Askquestionsthatarecommensurate
withstudents’abilities.
3.Askquestionsthatarerelevantto
students.
4.Askquestionsthataresequential.
5.Varythelengthanddifficultyof
questions.

13. 6. Ask questions that are clear and
simple.
7. Encourage students to ask questions
of each other and to make comments.
8. Allow sufficient time for
deliberation.
9. Follow up incorrect answers.
10. Follow up correct answers.

14. 11. Call on volunteers and non-volunteers.
12. Call on disruptive students.
13. Prepare five or six pivotal questions.
14. Write the objective and summary of
the lesson as a question, preferably as a
problem.
15. Change your position and move around
the room.

15. Exercises
Formulate a low-level question and a high-level
question for these statements.
The scientific method was first outlined by Sir
Francis Bacon (1561-1626) to provide logical,
rational problem solving across many scientific
fields.
The basic steps of the scientific method are:
1) make an observation that describes a problem, 2)
create a hypothesis, 3) test the hypothesis, and 4)
draw conclusions and refine the hypothesis.

16. Possible Answers
Low-Level
Who first outlined the scientific method?
What is the scientific method for?
What are the steps of the scientific method?
High-Level
How is the scientific method used?
Why do we need to use scientific method?

17. Formulate a low-level and a high-level
questions for the info below.
Characteristics of Modern Mathematics
•Applicability and Effectiveness
•Abstraction and Generality
•Simplicity
•Logical Derivation, Axiomatic Arrangement
•Precision, Correctness, Evolution through
Dialectic.

18. Possible Answers
Low-Level
What are the characteristics of Modern
mathematics?
High-Level
How is Modern Mathematics applied in daily
life?

19. Formulate a low-level and a high-level
questions for the infographic below.

20. Possible Answers
Low-Level
What are ways in preparing oneself for COVID-
19?
High-Level
How do we prepare ourselves for COVID-19
when we are living with HIV?

21. -END-