THE ART OF QUESTIONING.ppt

A PowePoint Presentation about the Art of Questioning

1. The Art of
Questioning
St. Vincent of Quebiawan Integrated School
Mid Year In Service Training
October 23, 2017

2. Objectives
1.To establish the importance of
questioning in the teaching and learning
process
2.To acquire techniques in questioning and
answering questions
3.To develop varied questions under the six
cognitive domains

3. Priming Activity
1.Make two columns on the sheet of Manila
paper.
2. On the first column, write as many
questions as you can about the picture
that will shown. You are given 5 minutes
to do this.
3. Then post your work for a
walkthrough

5. Processing Questions
1.How many questions were you able to
make?
2. As you went around, did you see any
question/s that are similar with the other
group?
3. Did you find it difficult to formulate
questions? Why?

6. Teaching is
the art of
asking
questions.

7. Oneoftheteaching
toolsconvenientlyplaced
inthehandsofateacher
isthequestions.Andyet
manyteacherseitheruse
itcarelesslyorfailtosee
its possibilitiesfor
promoting effective
learning.
Dr. Nicolas T. Capulong
Assistant Schools Division Superintendent

8. 1.Tostimulatestudentstothink
2.Tomotivatestudents
–Questionscanbeusedeffectivelytoarouse
andholdtheinterestofpupils
3.Todiagnosepupildifficulties
4.Todiscoverpupilinterest
5.Todeveloptheabilitytoevaluateand
organizematerialsorexperiences.
–Willstudentstoseerelationshipsamong
dataandtoformulateconclusions
Whyaskquestions…

9. Whyaskquestions…
6.Toaidstudentsrelatepertinentexperiences
tothelesson.
7.Tofocuspupilattentiononthepointsofthe
lesson.
–Ithelpsstudentsorganizetheirthinking
aboutalessoninalogicalway.
8.Todevelopnewappreciationsandattitudes
–Questionscanbeusedtohelppupils
modify,clarifyorexpandideasrelatingto
appreciationsandattitudes.
9.Toprovidedrillorpractice.
10.Toshowrelationship,suchascause&
effect.
11.Toencouragetheapplicationofconcepts.

10. Question Cycle: Before / During
/ After
Credit: Rosie Piller and Ian Beatty.
10
BEFORE
Setting up instruction
Motivate
Discover
Predict outcome
Provoke thinking
Assess prior knowledge
DURING
Developing
knowledge
Check knowledge
Application
Analysis
Evaluation
Synthesis
Exercise skill
Elicit misconception
AFTER
Assessing
learning
Relate to big picture
Demonstrate success
Review or recap
Exit poll

11. When to ask questions 1: Before &
After
Before Instruction
•Motivatestudents
–Why is it important to…?
–What might we want to…?
–What kinds of things can go wrong?
•Help themdiscover information
–What do we have to take into account
when we…?
–What needs to happen when you…?
–Predict and show: We have seen that
X happens when we do Y. What do
you think will happen when…?
•Assess prior knowledge or
provokethinking/discussion
–What do you think about…?
–Would you/do you…?
–What do you think will happen if…?
After Instruction
•Have students recap what they
have learned
–What steps did you go through to
solve the problem?
–What are the most important things
to remember?
–Exit poll: What did we learn today?
•Ask them to relate information to the
big picture
–How does this lead into the next
topic?
•Demonstrate successandlimits of
understanding
–Ask questions that students have
built an understanding of during the
class.
–Ask questions that go beyond what
was done in class

12. When to ask questions 2:
During
•Test knowledgeof facts
–What are the three types of…?
–Can you define…?
•Test comprehensionof concepts
–Which statements support…?
–What examples can you think of?
•Test applications of concepts
–What would happen if…?
–Which of the following are X?
•Help them analyzewhat they are
learning
–Based on the symptoms, what
would you say is going on?
–What is the relationship
between…?
•Test their ability to evaluate
–Here are two solutions. Which is
more appropriate and why?
–Which of these is more important?
•Provoke them to synthesize their
understanding.
–How would you test…?
–Propose a way to…
•Elicit a misconception
–Ask questions where a common
student misconception will result
in a particular response
•Exercise askill
–How would you…?
–What is the next step in this
problem?

13. CharacteristicsofaGood
Question
1.Itissimpleandclear
2.Itisdefinite
–Permitsoneanswer
3.Itischallenging&thought–provoking
–Itstimulatesstudentstocompare,evaluate,
drawconclusions&appraiseresults.
4.Itisadoptedtotheage,abilitiesand
interestsofthestudents.
5.Itrequiresonextendsresponse

14. LevelsofQuestioning

15. Processing Questions
Look at the questions you made a while ago.
1. How many questions started with WH?
2. How many questions are answerable by
YES/NO?
3. How many questions require for an
opinion?
4. Answer the questions in complete sentence.
Write the answers on the second column
Classify them according to Blooms Levels of
Cognitive Domains/Levels of Questioning?

16. Techniques of
Questioning
1.Questions should be asked in a
natural and well –modulated voice.
2.A teacher should ask the question first
& then wait for the class to think about
it before calling on a student to answer
the question.
3.A sufficient number of questions
should be asked to stimulate students
to activity.
4.A teacher should refrain from
repeating questions. (to challenge
attention)

17. Techniques of
Questioning
5.Questions should be evenly distributed
so that the majority of the pupils can take
part in the discussion.
6.A teacher should avoid starting to any
mechanical system of fielding question to
the class, such as alphabetical order, row
by row etc.
7. A teacher should ask questions that are
really interesting and thought –provoking.

18. TechniquesinHandlingStudents
Response
1.Ateachershouldmakeeveryeffortto
showonappreciativeattitudetowards
students’answers.
–Theteachershouldrefrainfromgiving
sarcasticcommentstowronganswer.
2.Ateachershouldneverallowwrong
answersslipby.
3.Correctanswersofstudentsshouldbe
followedwithencouragingremarksby
theteacher.
4.Clearnessineverypointexpressedby
thestudentsshouldbeinsisteduponby
theteacher.

19. TechniquesinHandlingStudents
Response
1.Ateachershouldmakeeveryefforttoshowonappreciative
attitudetowardsstudents’answers.
–Theteachershouldrefrainfromgivingsarcastic
commentstowronganswer.
2.Ateachershouldneverallowwronganswersslipby.
3.Correctanswersofstudentsshouldbefollowedwith
encouragingremarksbytheteacher.
4.Clearnessineverypointexpressedbythestudentsshould
beinsisteduponbytheteacher.
5.Answeringinconcertshouldbediscouraged.
6.Ateachershouldbeencouragedtoanswerinaloudand
clearvoice.
7.Studentsshouldbeencouragedtoanswerincomplete
thoughtunitsandgrammaticallycorrectstatements.
8.Ateachershouldrefrainfrommakingthestudentsinhis
recordbookduringtheclassrecitation.

20. TechniquesinHandlingStudents
Response
5.Answeringinconcertshouldbe
discouraged.
6.Ateachershouldbeencouragedto
answerinaloudandclearvoice.
7.Studentsshouldbeencouragedto
answerincompletethoughtunitsand
grammaticallycorrectstatements.
8.Ateachershouldrefrainfrommakingthe
studentsinhisrecordbookduringthe
classrecitation.

21. TechniquesinHandlingStudent’s
Questions
1.Student’squestionsshouldbeencouragedby
ateacher.
2.Ateachershouldnotanswerastudent
questionrightaway.
3.Indiscriminatestudentquestionsshouldnotbe
allowed.
4.Ateachershouldrequirestudentstoform
grammaticallycorrectquestions.
5.Ifateacherisaskedquestionshecannot
answerheshouldpromptlyadmitthathedoes
notknowtheanswer.Thequestionmaybe
parked,anditcanbeansweredthenextday.

22. APPLICATION
1.Browse topics that you have for 3
rd
quarter.
2.Choose one lesson from any of the
subjects you are teaching.
3.Make a plan (outline only) on how
you will execute the lesson. Then,
construct the questions you need to
ask in executing the lesson. Write it
in this format.

23. Teacher: _________________________________
Subject: _______________ Topic: ___________
EPISODES OF
TEACHING
QUESTIONS
LEVEL OF
QUESTIONING
BEFORE
DURING
AFTER

24. In the middle of
difficulty lies
opportunity. The
important thing
is not to
stop
questioning.