“ Division Training of Trainors on

Content Knowledge, Pedagogical

Approaches and Assessment of
Learning Across Learning Areas
”
Pedro Guevarra Memorial National High School
May 29, 2019

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THE ART OF QUESTIONING

CHRISTOPHER AARON S. DE LEON

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TERMINAL OBJECTIVE
 To evaluate the importance of good
questioning and how to apply it in
everyday teaching.

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ENABLING OBJECTIVES
 Understand the definition of question
 Determine why teachers ask questions
 Explain the principles of questioning;
 Demonstrate understanding of Bloom’s
Taxonomy – Cognitive Domain

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ACTIVITY TIME! 
 The participants will be group into five.
 Brainstorm with their group and answer
these questions for 10 minutes:

Why do teachers ask questions?

What are the principles of a good
questioning?
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ACTIVITY TIME! 
 Write your answers in a manila paper using
metacards (1 idea per metacard).
 Write as many answers the group would
like to put in the metacards.

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WHAT IS A QUESTION?
 any sentence which has an interrogative
form or function
In the classroom:

Questions are considered as 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.

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REMEMBER
 challenges the higher order reasoning/thinking
skills of the students.

 excellent aid to teaching that is hardly utilized

to the fullest extent.

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WHY DO TEACHERS
ASK QUESTIONS?

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WHY DO TEACHERS ASK QUESTIONS?

 interest, engage and challenge;

 check on prior knowledge;
 stimulate recall and use of existing knowledge
and experience in order to create new
understanding and meaning;

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WHY DO TEACHERS ASK QUESTIONS?

 to focus thinking on key concepts and issues;

 to lead learners through a planned sequence
which progressively establishes key
understandings;
 to promote reasoning, problem solving,
evaluation and the formulation of hypotheses;

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WHY DO TEACHERS ASK QUESTIONS?

 to assess achievement of instructional goals

and objectives; and
 to stimulate students to pursue knowledge on
their own

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PRINCIPLES OF
QUESTIONING

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PRINCIPLES OF QUESTIONING

1. Distribute questions

2. Balance factual and thought-provoking

questions.

3. Ask both simple and challenging questions

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PRINCIPLES OF QUESTIONING

4. Encourage lengthy responses and sustained

answers.

* Avoid yes-no questions and encourages

guessing. “Explain”

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PRINCIPLES OF QUESTIONING

5. Stimulate critical thinking by asking:

“To what extent?”,

“How?”,
“Under what circumstance?”,
“Why?”,
“Compare (or contrast)…”

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PRINCIPLES OF QUESTIONING

a. Avoid “Does anyone know…?” and “Who

can tell us…?”

b. Allow time for thought.

c. Be a model of exact phrasing and coherent

thinking.

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PRINCIPLES OF QUESTIONING

d. Encourage students to comment on the

answers of classmates.

• “What’s your opinion of that answer…?”

• “How can we help out?”

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PRINCIPLES OF QUESTIONING

e. Never interrupt a student who is attempting to

answer, nor tolerate ridicule of an honest effort.

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PRINCIPLES OF QUESTIONING

6. Use the overhead technique:

* Question--Pause--Name

7. Ensure audibility

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PRINCIPLES OF QUESTIONING

8. If a student ask a question, don’t answer it until

you’ve asked the class,
* “How would you answer that question?”

9. Personalized questions:
* “Pretend you are…what would you do?”

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PRINCIPLES OF QUESTIONING

10. Suggest partnership by inquiring

* “How can we…?”

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LEVELS OF
QUESTIONING

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

SYNTHESIS/CREATING
HIGH LEVEL THINKING
SKILLS (HOTS) EVALUATION

ANALYSIS

APPLICATION

COMPREHENSION LOW LEVEL THINKING

SKILLS (LOTS)
KNOWLEDGE
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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

1. Knowledge: recognize or recall information

Ano ang sekswalidad?

Ano ang bullying?

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

2. Comprehension: think on low level such that the

knowledge can be reproduced or communicated

Ipaliwanag ang kahalagahan ng

pagsunod sa awtoridad?

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

3. Application: applying what he or she has

learned to other situations and learning tasks.

Paano mo matutulungan ang

kaklase mo na biktima ng
pambubulas?

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

4. Analysis: systematic examination of facts or

information.

Ipaliwanag ang pagkakapareho

at pagkakaiba ng tao, hayop,
at halaman.

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

5. Evaluation: make an assessment of good or not

so good according to some standards.

Sa iyong palagay, makakabuti ba

ang maagang pakikipagrelasyon?

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BLOOM’S TAXONOMY – COGNITIVE

DOMAIN

6. Synthesis: find a solution to a problem through

the use of original, creative thinking.

Gumawa ng isang programa

upang mabawasan ang kaso ng
maagang pagbubuntis.

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SELF-REFLECTION
Answer the following questions for ten minutes only:

1. What’s the most important thing you have learned

today? Why?
2. How will you apply the knowledge you have gained
in your everyday teaching. Cite example/s.

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ASKING POWERFUL QUESTIONS

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