EDUKASYON

PANTAHANAN AT
PANGKABUHAYAN
(GRADE V) Presenter:

VIRGILIO L. LAGGUI, Ph. D.

THE ART OF QUESTIONING
EPS I – Araling Panlipunan
SDO - BULACAN
I. At the end of the session, participants
are expected to:
1. Identify and categorize the characteristics of
a good question.
2. Enhance questioning techniques and
strategies in all TLE lessons based on Learning
Competencies.
3. Formulate questions according to the level
of learners and its Learning Standards.
4. Realize the importance of Bloom’s
Taxonomy of Thinking Skills in the art of
questioning.
II. Introduction:

One of the teaching tools

conveniently placed in the hands of a
teacher is the art of questioning.
And yet many teachers either use it
carelessly or fail to see its
possibilities for promoting effective
learning.
II. Introduction:

Good teaching involves good questioning

techniques. Skillful questioning can arouse the
students’ curiosity and stimulate their
imagination. It can change them, make them
think and help clarify concepts related to
lessons.
• Millennial art of q….
Activity 1:

1. Form into 4 groups and choose a leader and a

scribe.
2. Each leader of the group will get 2 metacards
and a pentel pen.
3. Write in one word each metacard the use and
purpose of asking questions to the learners.
4. Post your outputs on the board and assign
somebody in your group to explain briefly
your work.
Analysis No. 1:

1. What is the role of each member in the

group in doing the activity?
2. How did you arrive to a specific answer?
3. What did the group feel when the activity
was done?
I. Presentation:

Uses/
Purposes of
Asking
Questions
Activity 2:
1. Let’s play a One Question Ice Breaker Activity.
2. Choose one representative from your group and get one rolled paper
from the box and open it.
3. Question and Answer must be paired together and form as a team.
4. If you were able to draw the question, then you will be one to ask
question while your partner will be the one to answer.
5. Those assigned to ask a question, draw again a piece of paper and
examine carefully the topic that you’re going to ask to your partner.
6. Then, formulate a question from the given situation and it must be
answered quickly.
7. Those who are on their seats will act as listeners and evaluate if the
question was:
- clear - challenging
- simple/ concise - properly directed
- relevant
Analysis No. 2:

1. What comes to your mind when you are

going to ask a question?
2. What is the first thing to do before you
answer a question?
3. How is a question delivered?
4. What are the characteristics of a good
question?
5. Is there also a questioning technique?
II. Key Points: A. Characteristics of a Good Question:

Properly
Use directed Simple/
Common
Vocabulary concise

Require an A Good Challenging

extended Question is/ and thought-
response should provoking

Appropriate to Group Orientation

the age, abilities (The use of we, us
and interest of Relevant rather than I, me)
students
 Sample Questions
1. Who in this class can explain what ICT has
done to our community?

o Why do we need ICT?

o Choose a partner and prepare to
answer in 3 minutes – Why we
need ICT.
 Sample Questions
2. “Maxine, please tell the class, how to write
blogs responsibly.”

o “In 5 minutes be ready with your

answer on the resonsibilities of a
blogger.”
o “Take 5 minutes to think - Why
responsible blogging is
important. Be prepared to share
your answer with the class.
 Sample Questions
3. “Can someone tell me why food preservation
is necessary.”

o “In 2 minutes be ready with your answer on

the importance of food preservation.”

o “Take 2 minutes to think – The benefits of

food preservation. Be prepared to share
your answer with the class.”
 B. Guidelines in Asking Questions

1. Wait-Time – the interval between asking a

question and student response. One second is
the average amount of time teachers wait for
response; increasing to 3 to 4 seconds has several
beneficial effects.

2. Directing – the recommended strategy is ask a

question and call a student’s name. Predictable
order is effective in “reading” of lower grades, to
reduce anxiety. Calling on non-volunteers can be
effective if they can answer the questions and at
least not more than 15% of the time.
 B. Guidelines in Asking Questions
3. Redirecting and Probing – the effective strategy for the
teacher is not to provide the answer for incorrect or
inadequate responses. Redirecting the question is
good for high-achieving students and probing is
better for low-achieving students. In probing, the
teacher stays with the same student, asking for
clarification, rephrasing or restating the students’
ideas.

4. Commenting and Praising – honest praise increases

achievement and motivation, e.g. by saying good,
correct, that’s true, indicating approval or acceptance.
Phony praise can have detrimental effect.
 Types of Questions
1. Closed Questions:
 A closed question can be answered with either
a single word or a short phrase.

 A closed question can be answered with either

Yes or No.

 They should be used with care – too many closed

questions can cause frustration and shut down
conversation.
 Types of Questions
Characteristics of closed questions:
 They give you facts.

 They are easy and quick to answer.

 They keep control of the conversation

with the questioner.

DEPARTMENT OF EDUCATION
 Types of Questions
2. Open Questions:
These are useful in getting another person to speak.
(They’re likely to receive a long answer.) They often begin
with the words: What, Why, When, Who… Sometimes they
are statements: “tell me about” , “give me an example of”
They can provide you with a good deal of information.

Characteristics of Open questions:

 They ask the student to think and reflect.

 They will give you opinions and feelings.

 They hand control of the conversation to the respondent.

 Types of Questions
3. Inference Questions:
Inference questions ask you to find the inferences
and assumptions made in the passage/context. The
main goal is to assess your ability to go beyond the
context. It’s not unusual to face two or more
inference questions in each passage.

Ex. They went out at 6.

They came back at 10.

How long did they stay out?

 Techniques and Skills in 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)
 Techniques and Skills in 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.
 Techniques of Asking a Question

1. The Default 2. The Volunteer

Ask a question Ask a question

Pause Pause
Call on a student Wait for a raised hand

Master this Use for

technique and use conceptually
it as your standard challenging
questions
 Techniques of Asking a Question

3. Jump Ball 4. The Choir

Ask a question Ask a question

Pause Pause

“ Any body ” “ Every body “

Use for conceptually Use for simple but

challenging questions important points that
and when you need a everyone should know
fast answer
 When a student asks a question:

 Clarify it, if necessary.

 Whenever possible, help the student answer the

question himself.

 Ask other students to answer the question.

 Defer until later, if possible.

 Answer it yourself, only as a last resort . . .

 But, never let a student’s question go unanswered.

 When a student says:
I don’t know

As a general rule,

Don’t let them off the hook!

 BLOOM’S TAXONOMY

CREATING
High Level Challenge
EVALUATING

ANALYZING

APPLYING Medium Level Challenge

UNDERSTANDING
Lower Level Challenge
REMEMBERING
 BLOOM’S TAXONOMY

List Outline
Locate Match
Quote Select
Repeat Cite
Label Give example
Recall

REMEMBERING
 BLOOM’S TAXONOMY

Define Reorganize
Describe Restate
Interpret Associate
Summarize Retell
Paraphrase Identify
Classify Infer
Explain Outline
UNDERSTANDING
 BLOOM’S TAXONOMY

Translate Compute
Manipulate Sequence
Exhibit Show
Illustrate Solve
Calculate Demonstrate
APPLYING Interpret Construct
Operate Draw
 BLOOM’S TAXONOMY

Compare Contrast
Distinguish Detect
Question Test
ANALYZING Inspect Relate
Examine Dissect
Probe Categorize
Investigate Calculate
 BLOOM’S TAXONOMY

Judge Value
Rate Argue
EVALUATING Validate Infer
Predict Determine
Assess Compare
Score Choose
Justify Conclude
Deduce Recommend
 BLOOM’S TAXONOMY

CREATING
Assemble Prepare
Craft Develop
Invent Imagine
Formulate Generate
Improve Design
Produce Create
Blend Modify
Devise
 CREATING Design your version of/ Formulate idea

EVALUATING Defend your answer/ Assess the points

ANALYZING How is it different from/ Calculate the

APPLYING Draw a diagram/ Give your version

UNDERSTANDING Retell the story of/ Describe the effect

REMEMBERING Can you list down/ Will you label the parts
 Challenge all
to compare
& evaluate
Seek
or share
Bounce explanation
creative
ideas, and ideas, ideas
Probe to speculate synthesize
Check expand and suggest
knowledge and or apply
ideas

Challenge 5
understanding

Challenge 4
Challenge 3
Challenge 2

Ask Open
Questions
 What do you imagine of a
CREATING life without ICT?
How will you equate the
EVALUATING importance of ICT in daily life?
Name a business or industry
ANALYZING relying mostly on ICT.

APPLYING Demonstrate video conferencing.

Identify internet from world wide

UNDERSTANDING
web.
REMEMBERING What is ICT?
 Activity 32
ACTIVITY
CREATING
____________________________?

EVALUATING _____________________________?

ANALYZING _____________________________?

ANALYSIS
APPLYING ______________________________?

UNDERSTANDING ____________________________?

REMEMBERING ____________________________?
 III. Application:
Using your Curriculum Guide, write one question in each of
the following:

Remembering
Understanding
Application
Analysis
Evaluating
Creating
 WORDS TO PONDER

“Good learning starts with questions, not

answer.”
- Guy Claxton, Bristol University –

“To question well is to teach well. In the

skillful use of questions, more than
anything else, his the fine art of teaching.”
- Earnst Sachs –
COMPILATION FROM:
Bookboon.com;worldbank.org; teachingchannel.org; adelIne
cantillas slideshare; globaldigitalcitizen.org;
www.nsead.org.effective questioning and talk.pdf;
robertkaplinsky.com; www.celt.iastate.edu;
mindtools.com;michael page.co.uk; health.state.mn.us;
industrialarts.wikipedia.org;
http://seniorsecondary.tki.org.nz/Health-and-physical-
education/Rationale/Why-study-home-economics;
http://teaching.uchicago.edu/teaching-guides/asking-
effective-questions/
ncbi.nlm.nih.gov/pmc/articles/PMC3776909; question
generation by Sharon Look
Thank You .....