Art of Questioning Final

The ART OF QUESTIONING
Regional Training on Senior High School Competency-Based Learning

May 25-29, 2019 @ Amontay Beach Resort, Nasipit, Agusan del Norte
REYMOND A. MOSQUITO, Ph.D.

MT - I Caraga Regional Science High School
SOURCES:
Principles of Teaching
Understanding Instructional Alternatives in Promoting Technology

Enhanced Learning Tools and Technology Enhanced Teaching
Bloom’s Taxonomy and Professional Development for Teacher

(PDT)
Effective Questioning and Classroom Talk -

Ged Gast Creativity Consultant
Objective of the Session
1. Enable teachers to use questioning to
enhance teaching and learning in the
classroom.
Guide/Success Criteria:
 Know the key principles of effective questioning.
 Identify strategies that contribute to effective questioning.
 Use Bloom’s Taxonomy to develop deeper forms of
thinking.
 Become aware of common pitfalls in questioning.
 Formulate effective questions for different
subject/curricular areas.
DEPARTMENT OF EDUCATION 3
Background:
• Assessment is at the heart of effective

teaching and learning
• Assessment information is used to identify
learning needs and adjust teaching
• Three interrelated and complementary
approaches support student achievement:
Assessment of learning
Assessment for learning
Assessment as learning
ART of QUESTIONING
• It is the skillful questioning that can elicit
the correct response from students, can
arouse their curiosity, stimulate their
imagination, and motivate them to engage
in the lesson and the particular learning
experiences that form part of the learning
tasks.
Short activity
• How many questions do you think you ask each
day in class?
DID YOU KNOW THAT….
Approximately 15% of classroom time is devoted

to those 350 questions asked per day. However,
very few are planned questions and as a result,
are often low level, mundane questions. In fact,
when analysed, only around 20% of questions
actually require any thinking from learners…..
(David Spendlove, Putting Assessment for Learning into

Practice 2009)
Why do students in school ask so few
questions?
• Lack of opportunity
• Lack of interest – not worth answering
• Fear of failure
• Not enough time to think
• Don’t know how to ask questions
• Teacher only asks the bright/same pupils
• Teacher asks too many questions at once
• Teacher is looking for one answer
• Teacher answers the questions themselves
Principles of Questioning
(Richard L. Loughlin)
1. Distribute questions so that all, including

non-volunteers, are involved.
2. Balance factual and thought provoking

questions.
3. Ask both simple and exacting questions, so

that the poorer students may participate and
the brighter students may be extended.
4. Encourage lengthy responses and

sustained answers.
(Avoid yes-no questions, questions overload with

afterthoughts, fragmentary questions, and those
that tug or encourage guessing. Note: If you catch
yourself asking a yes-no questions, add “Explain”)
5. Stimulate critical thinking by asking: “To

what extent?” “How?” “Under what
circumstances?” “Why?” “Compare or
contrast.”
6. Use the overhead technique: 1) question,

2) pause, 3)name.
7. Insure audibility, then refuse to repeat

questions or answer. (Except in large
classes always repeat questions and
answer.)
8. If a student asks a question, don’t answer

it until you’ve asked the class, “How would
you answer that question…?”
9. Personalize questions (Pretend you

are…what would you do?”)
10. Suggest partnership by inquiring.
The purpose of questioning
(Morgan and Saxton, 1991)
•to check on prior knowledge and understanding;
•to stimulate recall;
•to keep students actively involved;
•to focus students’ thinking on key concepts and

issues;
•to help students to extend their thinking from the

concrete and factual to the analytical;
The purpose of questioning
(Morgan and Saxton, 1991)
• to promote reasoning, problem solving;
• to give opportunities for students to openly

express their ideas and thoughts;
• to enable students to hear different explanations of

the material by their peers;
• to pace lessons and moderate student behavior;

and
• to evaluate student learning.
What do we mean by Questioning Techniques?
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.
Effective Questioning should….
Effective questioning should…
1. Reinforce and promote the learning

objectives.
2. Include “staging questions” to draw
students towards key understanding or to
increase the level of challenge in a
lesson as it proceeds.
3. Involve all students.
4. Engage students in thinking for
themselves.
5. Promote justification and reasoning.

6. Create an atmosphere of trust where
students’ opinions and ideas are valued.
7. Show connections between previous and
new learning.
8. Encourage students to speculate and
hypothesize.
9. Encourage students to ask as well as to

“receive” questions.
10. Encourage students to listen and
respond to each other as well as to the
teacher.
Effective Questioning
1. QUESTIONS MUST HAVE A PURPOSE.
• Why am I asking this?
• What am I trying to teach and what do I expect

students to learn?
2. LINKED TO LEARNING OUTCOMES &

SUCCESS CRITERIA.
• Involves all students.
• Encourages students to think for themselves &

become critical thinkers.
• Deepens understanding.
3. PROMOTES DISCUSSION.
• Teacher is more interested in what the student

thinks and why rather than the correct answer.
• Wait time is allowed.
4. FOLLOWED BY RESPECTFUL AND VALID
FEEDBACK FROM THE TEACHER TO PROMOTE A
CLIMATE OF ENQUIRY.
• Includes both Closed questions to elicit

knowledge/understanding and Open questions to
promote higher order thinking and to extend learning.
RESULTS IN STUDENTS BEING MORE

LIKELY TO
• Develop a fuller understanding of an idea

because they have tried to explain it
themselves.
• Link ideas with existing knowledge.
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.
5. Starting all questions with the same stem

6. Focusing on a small number of pupils and not
involving the whole class.
7. Making a sequence of questions too rigid
8. Not giving pupils time to reflect, or to pose their
own questions
9. Dealing ineffectively with incorrect answer
10. Asking questions when another strategy

might be more better.
How do you create a questioning friendly
classroom?
1. Follow the 7. Weigh the value

rules for of different
classroom Talk
viewpoints and
the evidence
6. Respect the
views and
2. Listen to others Add or build ideas of
on their ideas others
5. Test ideas and

3. Never put others down or
subject them to
intimidate them
scrutiny or
challenge
4.Thinking time Actively consider all
ideas, ask new questions
A Safe Environment
• There is mutual respect
• All responses are acknowledged
• Partially correct answers are valued
• Ample wait-time is provided
• Self-correction is encouraged
• Group work
• Time for discussion
• Preparation is rewarded
Wait time
• This is the amount of time that elapses
between a teacher asking a question and
calling upon a student to answer that
question.
Wait-Time
After posing a question, wait AT LEAT 5 seconds before
asking for a response. Here are two paradigms:
• Traditional Questioning • Cooperative Questioning

Paradigm Paradigm
– Teacher questions (pause) Teacher questions (pause)
ALL individuals think (pause)
– Call on student (pause)
ALL individuals respond
– Student responds or (team members and teacher
teacher intervenes (pause) intervene)(pause)
• Go back to “Teacher Responses are shared with
Questions” the class
• Go Back to “Teacher
Questions”
Impact of Wait Time on Student Learning
• increased wait time
• more time to think

• more varied answers
• longer answers
• better quality answers
• more students answering
• more questions
• discussion
Impact of Wait Time on Student Learning
• increased wait time
• more confidence
• failure to respond decreases
• students challenge/improve answers of
other students
• more alternative explanations offered
How do I achieve Wait Time?
Increasing ‘wait time’ can be achieved by:
• Indicating the thinking time and asking for no

hands up until that time is up
• Allowing pair work for a given period of time
before taking responses
• Asking students to jot their thoughts on paper
for a given time before taking responses
• Simply leaving more time for processing to
take place
How do I achieve Wait Time?
• Encourage speculation – Delay answers before
you hop in e.g.
• What more do you think you would need to know
to answer an exam question on this?
• Discuss this in pairs before we go any further
• What might be the answer to this?
• ( a correct answer closes the discussion – a half
right answer can prompt more thought and
curiosity about the topic.)
What kinds of questions do we ask?
• In the average class:
85% are ‘lower order’ questions
15% are ‘higher order’ questions.
Lower Order – Closed Questions
• what? who? when? how many?
• one word type answers
• useful to check who learned facts
Questions for Remembering
• What happened after...?

• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
Higher Order- Open Questions
• Can you be sure that? What would happen if?
How would you explain? What does that tell
you? what is wrong with saying?
• Invite longer & more varied answer
• essential to promote thinking skills
Stems for richer questions
• How can we be sure that ...?
• What is the same and what is different about …?
• Is it ever/always true/false that …?
• Why do ____, ____ and ____ all give the same
answer?
• How do you ….?
• How would you explain …?
• What does that tell us about …?
• What is wrong with …?
• Why is _____ true?
Levels of Questions
These levels, in ascending order of sophistication,

are:
(1) knowledge
(2) comprehension
(3) application
(4) analysis
(5) synthesis
(6) evaluation.
Source:
http://www.tedcurran.net/2013/05/blooms-thinking-skills-%E2%89%A0-apps/
Planning questions
In order to use questioning to improve learning,
you need to:
• formulate different kinds of question.
• write down the main questions that you will

use.
• start with simple questions and progress to

more challenging questions
TASK
Take a topic in your subject
(with your group mates)
Formulate a set of questions for a lesson
• as an introduction to the topic
• to ask during the lesson
• Concluding Questions
Division: Grade Level: Grade 12 Subject: 21st Century
Topic:
Content Standards: Performance Standards: Objectives:
The learner will be able 1. a written close explain the text in terms
to understand and analysis and critical of literary elements,
appreciate literary texts interpretation of a literary genres, and traditions.
in various genres across text in terms of form and (EN12Lit-IIb-32)
national literature and theme, with a description
cultures. of its context derived
from research;
Questions for Questions during the Concluding Questions:

INTRODUCTION LESSON PROPER TAKE A WAY:
(Make use of a strategy) (Make use of a strategy) (Make use of a strategy)
Ask question: What Introduce to the class the Oral recitation will be
stories you know about “works of African done as Q and A
Asian Literature? Literature”
(by pair): Brainstorming Hot-seating

Strategy
Thank
You!

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The ART OF QUESTIONING

Regional Training on Senior High School Competency-Based Learning

REYMOND A. MOSQUITO, Ph.D.

Understanding Instructional Alternatives in Promoting Technology

Bloom’s Taxonomy and Professional Development for Teacher

Effective Questioning and Classroom Talk -

• Assessment is at the heart of effective

Approximately 15% of classroom time is devoted

(David Spendlove, Putting Assessment for Learning into

1. Distribute questions so that all, including

2. Balance factual and thought provoking

3. Ask both simple and exacting questions, so

4. Encourage lengthy responses and

(Avoid yes-no questions, questions overload with

5. Stimulate critical thinking by asking: “To

6. Use the overhead technique: 1) question,

7. Insure audibility, then refuse to repeat

8. If a student asks a question, don’t answer

9. Personalize questions (Pretend you

10. Suggest partnership by inquiring.

•to check on prior knowledge and understanding;

•to stimulate recall;

•to keep students actively involved;

•to focus students’ thinking on key concepts and

•to help students to extend their thinking from the

• to promote reasoning, problem solving;

• to give opportunities for students to openly

• to enable students to hear different explanations of

• to pace lessons and moderate student behavior;

Socrates: Teaching is the art of asking

Guy Claxton: Good learning starts with

Albert Einstein: In the middle of difficulty

1. Reinforce and promote the learning

5. Promote justification and reasoning.

9. Encourage students to ask as well as to

1. QUESTIONS MUST HAVE A PURPOSE.

• Why am I asking this?

• What am I trying to teach and what do I expect

2. LINKED TO LEARNING OUTCOMES &

• Involves all students.

• Encourages students to think for themselves &

• Teacher is more interested in what the student

• Wait time is allowed.

• Includes both Closed questions to elicit

RESULTS IN STUDENTS BEING MORE

• Develop a fuller understanding of an idea

• Link ideas with existing knowledge.

1. Asking many questions.

5. Starting all questions with the same stem

9. Dealing ineffectively with incorrect answer

10. Asking questions when another strategy

1. Follow the 7. Weigh the value

5. Test ideas and

• Traditional Questioning • Cooperative Questioning

• increased wait time

• more time to think

• increased wait time

• Indicating the thinking time and asking for no

• In the average class:

85% are ‘lower order’ questions

15% are ‘higher order’ questions.

• what? who? when? how many?

• one word type answers

• useful to check who learned facts