Principles of Teaching

UNIT V – EFFECTIVE QUESTIONING

AND REACTING TECHNIQUES

CRISTOBERT C. AYATON
MERY JEAN C. BRUA

BSED Units Earner, SFXC

Effective Questioning and Reacting Techniques

“Children go to school as
question marks and leave school
as periods.”
© Neil Postman
Effective Questioning and Reacting Techniques
Learning Outcomes:
After this discussion, students should be able to…
1. Determine various types of questions asked for a highly
interactive classroom;
2. Develop some questioning skills to generate interaction;
3. Learn ways to improve questioning skills; and
4. Identify some effective reacting techniques.
 Why do What do
we ask? we ask?

How do
How do
we
The Art of we ask?
respond?
Questioning
 Why do What do
we ask? we ask?

How do
How do
we
The Art of we ask?
respond?
Questioning
 Question
 (n.) a sentence, phrase or word used
to test someone’s knowledge
(Merriam-Webster)
Question (Classroom Context)
 A teaching tool used to initiate
discussion and allow students to
QUESTIONING: explore and refine their
What is it for? understanding of lessons (Cornell
University)
 1. Stimulate students’ thinking
 Must be thought-provoking
 Poor: What is the average size of
an animal cell?
 Good: What do you think would
happen if the size of the animal
Functions of cell is smaller than that of the
Questioning average?
 2. Serves as motivation
 Arouses students ‘ enthusiasm
and holds their interest
 Usually done to introduce a new
topic
 Example: Why is it that water and
Functions of oil do not mix?
Questioning
 3. Diagnoses students’ difficulties
 Gauge students’ understanding by
giving a wide array of questions
(equally distributed as easy, average,
and difficult)

Functions of
Questioning
 4. Reveals interests of students
 Relate questions to their personal
preferences
 Example: If you were given the
chance to turn back in time, which
period would you travel to?

Functions of
Questioning
 5. Helps students organize and
evaluate
 Aides the students in terms of data
analysis, formation of
generalizations and assessing certain
concepts
 Example: Given that Mars had
Functions of possibly been inhabited by some life
Questioning forms million years ago, is it possible
for man to inhabit Mars?
 6. Links students’ experiences and
lessons
 Relates topics to the students’
everyday life
 Poor: What are the guiding principles
of advertising?
 Good: What is your favorite TV
Functions of commercial? Why do you love that
Questioning advertisement?
 7. Focuses on the key points
 Leads the students back to the topic
when the discussion becomes astray

8. Provides drill or practice

 Involves frequent recall of topics
that aide in concretization of the
Functions of concepts
Questioning
 9. Hones new appreciations and
attitudes
 Serves as eye-opener for new
ideologies or reiterates an existing
belief system leading to new or
improved appreciation
 Example: Having learned how global
Functions of warming affects the world, how can
Questioning you, in your own little way, save our
only home from further damage?
 10. Shows relationship/s between
facts
 Usually in the form of cause-effect
 Poor: What is the major premise of
the zeroth law of thermodynamics?
 Good: Why is it that when several
objects come in contact with each
Functions of other, their temperatures become
Questioning equal after some time?
 11. Promotes application of concepts
 When topics are applied by the
learners, i.e. on a personal level,
retention becomes better
 Example: Did you ever find yourself
in very humid place (or mabanas)?
Why do you think is it harder to
Functions of perspire if the environment is humid?
Questioning
 Why do What do
we ask? we ask?

How do
How do
we
The Art of we ask?
respond?
Questioning
  QUESTIONS raised by the teacher
must be considered GOOD.
 The questions must also serve the
function/s they are intended for.
 Questions may be classified
according to:
1. Purpose
QUESTIONS:
TYPES AND 2. Level
CLASSIFICATION
 1. CLEAR AND CONCISE
 Easily understandable and
unambiguous
 Poor: How does the graph of
r=2+3cos(t) look like?
 Good: Using the polar coordinate
system, how does the graph of
THE GOOD r=2+3cos(t) look like?
QUESTIONS
 2. DEFINITE
 Non-confusing and does not require
more than one line of thought
 Poor: What are the adverse and
beneficial effects of using natural
preservatives (such as vitamin E) and
synthetic preservatives (like
THE GOOD butylated hydroxytoluene)?
QUESTIONS  Good: Dissect the above question
into parts
 3. THOUGHT-PROVOKING
 The learners ability must be
stimulated. Must not be a simple recall
(unless the purpose is drill or exercise).
 Poor: What requirements must be
satisfied to be qualified as a “true
organic farm?”
 Good: In the PH setting, is it really
THE GOOD
possible for a “true organic farm” to
QUESTIONS exist?
 4. ADAPTED TO AGE, INTEREST AND
ABILITY
 Questions must be suited to the learners
 Examples:
1. Low: Where do you observe chemistry in
your everyday life?
2. Ave: How do you apply chemistry in your
everyday life?
THE GOOD
3. High: How can you use chemistry to
QUESTIONS alleviate poverty and address problems
encountered in your everyday life?
 5. DIVERGENT
 An extended response must be
presumed
 A variety of answers must be
harnessed
 Must not be a simple recall

THE GOOD
QUESTIONS
 1. LOW LEVEL QUESTIONS
 Demands low level answer
 Involves mere recall or memory type
of answers
 The “What” type of questions
 Examples:
TYPES 1. Define energy.
ACCORDING 2. State the First Law of Motion
TO LEVEL
 2. HIGH LEVEL QUESTIONS
 Involves analysis, evaluation and
solution
 Major goal is to promote HOTS
(Higher Order Thinking Skills)
 “Why” and “How” questions require
analysis of observations.
TYPES
ACCORDING  HOTS: includes critical, logical,
TO LEVEL reflective, metacognitive, and
creative thinking
 2. HIGH LEVEL QUESTIONS
 HOTS: skills activated when individuals
encounter unfamiliar problems,
uncertainties, questions, or dilemmas
that are way beyond simple recall.
 Effects of promoting HOTS:
1. Improve student performance
TYPES 2. Better learner motivation
ACCORDING 3. Continuous or life-long application of
TO LEVEL concepts
 2. HIGH LEVEL QUESTIONS
 Examples
1. What is the relationship of the distance
of a planet and its period of revolution?
2. Why does temperature rise towards
noontime?

TYPES
ACCORDING
TO LEVEL
 3. CONVERGENT QUESTIONS
 Has a single predictable answer
 Examples are those that call for:
1. Defining;
2. Stating;
3. Interpreting; and
TYPES 4. Summarizing
ACCORDING  Example: When does lunar eclipse
TO LEVEL occur?
 4. DIVERGENT QUESTIONS
 Requires thinking in different directions
and always results in a variety of answers
 Think of alternative actions or to arrive
at own decision
 There are other possible answers
 Examples:
TYPES  1. Why are you voting for him?
ACCORDING  2. What will happen if you leave it under
TO LEVEL direct sunlight for a week?
 1. ASSESSING COGNITION

 This type of questions is used to

determine one’s knowledge in
understanding. They promote high
level thinking. Divergent questions
and open-minded inquiries call for
TYPES analysis and evaluation.
ACCORDING
TO PURPOSE
 1. FOR ASSESSING COGNITION

Examples:
1. What is likely to happen if the ozone
layer of the atmosphere continues
to deteriorate?
TYPES 2. Why is some sound heard louder
ACCORDING when under water than out of it?
TO PURPOSE
 2. FOR VERIFICATION
 It determines the exactness or
accuracy of the results of an activity
or performance.
 Examples:
1. Was the weight of liquid displaced
exactly the same as the weight of
TYPES the object immersed in it?
ACCORDING
TO PURPOSE 2. Why is lightning seen before
thunder is heard?
 3. FOR CREATIVE THINKING
 It probes into one’s originality.

 Examples:
1. How will you present the layers of
the Earth to your class?
TYPES 2. Simulate the eruption of Mt.
ACCORDING Mayon.
TO PURPOSE
 3. FOR CREATIVE THINKING
 May ask for students’ own ideas or
new ways of doing things

 Example:
3. How can you demonstrate soil-less
TYPES gardening?
ACCORDING
TO PURPOSE
 4. FOR EVALUATING
 It elicits responses that include
judgments, value and choice. It also
asks personal opinions about an
event, a policy or a person.

 Example:
TYPES
ACCORDING 1. Was your teacher’s slide
TO PURPOSE presentation well done?
 5. FOR PRODUCTIVE THINKING
 It includes cognitive reasoning. It
analyzes facts, recognizes patterns or
trends and invokes memory and recall.
 Example:
1. Why was our fourth Secretary of the
Department of Agriculture successful
TYPES with the small landowners?
ACCORDING 2. How can we apply the Law of
TO PURPOSE Conservation of Energy?
 5. FOR MOTIVATING
 Before discussing the lesson, a
number of questions about the topic
can serve to arouse their interest and
focus attention. It attempts to put
students in the right mood.
 Example:
TYPES 1. Would you like to know how your
ACCORDING favorite flower can remain fresh
TO PURPOSE longer?
 5. FOR MOTIVATING

 Examples:
1. Would you like to know how your
favorite flower can remain fresh
longer?
2. Did you ever train a pet?
TYPES
ACCORDING
TO PURPOSE
 5. FOR INSTRUCTING
 The question asks for useful
information. It directs, guides and
advises on what and how to do an
activity.

 Example:
TYPES 1. What are the steps in performing an
ACCORDING experiment?
TO PURPOSE
 Why do What do
we ask? we ask?

How do
How do
we
The Art of we ask?
respond?
Questioning
 1. Varying types of question
 Ask low-level, high-level, divergent
and convergent questions, and
evaluative questions to cater the
whole class
 Examples:
1. Convergent: What is the process of
EFFECTIVE food manufacture that takes place
QUESTIONING
in plants called?
SKILLS
 1. Varying types of question

 Examples:
2. Divergent: How can the government
most effectively enforce laws against
water pollution?
3. Evaluative: What is your evaluation
EFFECTIVE
QUESTIONING of our manner of election in the
SKILLS country?
 2. Asking non-directed questions

 Pose the question first, then call on a

student to answer. Don’t direct your
question to just one student. Direct
the question to all.

EFFECTIVE
QUESTIONING
SKILLS
 3. Calling on non-volunteers

 Don’t just call on those who raise

their hands.

EFFECTIVE
QUESTIONING
SKILLS
 4. Rephrasing

 If you sense a question was not

understood, simplify it or ask it in
another way.

EFFECTIVE
QUESTIONING
SKILLS
 5. Sequencing logically

 It is asking related questions one

from simple to complex one after
another.

EFFECTIVE
QUESTIONING
SKILLS
 6. Requiring abstract thinking
 This means going beyond simple
recall questions.
 Examples:
1. What meaning can you derive from
the data presented in the graph?
2. What generalization can you draw
EFFECTIVE
QUESTIONING from the data presented?
SKILLS
 7. Asking open-ended question

 This means asking divergent

questions to develop higher-order-
thinking-skills.

EFFECTIVE
QUESTIONING
SKILLS
 8. Allowing for sufficient wait time
 Wait time refers to the pause needed
by the teacher after asking a question.
 A number of things to consider:
1. Level of difficulty
2. Type of response required
3. Background knowledge of
EFFECTIVE respondents
QUESTIONING
SKILLS 4. Intellectual ability of the respondents
 8. Allowing for sufficient wait time
 Providing sufficient wait time can
achieve the following:
1. Motivates slow thinking students to
respond
2. Improves the quality of the answers
made
EFFECTIVE 3. Decreases the amount of guessing or
QUESTIONING wrong inferences
SKILLS 4. Increases the number of correct
responses
 8. Allowing for sufficient wait time
 Providing sufficient wait time can
achieve the following:

5. Leads the teacher to vary the questions

6. Provides time for the teachers to
evaluate the answers given.
EFFECTIVE 7. Encourages the students to ask their own
QUESTIONING questions.
SKILLS
 9. Assessing comprehension

 Ask questions to test

comprehension. Now and then find
out if your students are with you.

EFFECTIVE
QUESTIONING
SKILLS
 10. Involving as many as possible

 Distribute your questions to as many

students. Widen participation. Don’t
just call on students who raise their
hands. By their facial expression, you
can sense who among your students
EFFECTIVE would like to recite.
QUESTIONING
SKILLS
QUIZ
a. Knowledge giver
b. Facilitator
c. Source of information
d. Researcher

Question # 1
With the increasing use of educational technology inside the
classroom, what role is expected of the teacher?
QUIZ
a. Knowledge giver
b. Facilitator
c. Source of information
d. Researcher

Question # 1
With the increasing use of educational technology inside the
classroom, what role is expected of the teacher?
QUIZ
a. The learner
b. The teacher
c. The learning activities
d. The assessment tool to be used

Question # 2
Which of the following should Mr. Hector Mangubat primarily
consider in determining his teaching-learning objectives and use
of instructional media?
QUIZ
a. The learner
b. The teacher
c. The learning activities
d. The assessment tool to be used

Question # 2
Which of the following should Mr. Hector Mangubat primarily
consider in determining his teaching-learning objectives and use
of instructional media?
QUIZ a. The difficulty in integrating
technology in the curriculum
b. The excessive availability of local
technology in the community
c. Their incompatibility to diverse
needs of the learners
d. The limited exposure of teachers to
new equipment
Question # 3
There are several reasons why teachers are reluctant to use
electronic media in the teaching-learning process. Which of the
following is the most common reason?
QUIZ a. The difficulty in integrating
technology in the curriculum
b. The excessive availability of local
technology in the community
c. Their incompatibility to diverse
needs of the learners
d. The limited exposure of teachers to
new equipment
Question # 3
There are several reasons why teachers are reluctant to use
electronic media in the teaching-learning process. Which of the
following is the most common reason?
QUIZ a. It includes audio-visual materials, interactive
multimedia and self-instructional materials.
b. It is a profession composed of various job categories.
c. It refers to the computers used for teaching and
learning.
d. It is the development, application, and evaluation of
systems, techniques and aids to improve human learning.

Question # 4
Which of the following statements has a very limited definition of
educational technology?
QUIZ a. It includes audio-visual materials, interactive
multimedia and self-instructional materials.
b. It is a profession composed of various job categories.
c. It refers to the computers used for teaching and
learning.
d. It is the development, application, and evaluation of
systems, techniques and aids to improve human learning.

Question # 4
Which of the following statements has a very limited definition of
educational technology?
QUIZ a. To ensure appropriateness of the
materials
b. To gain confidence in using the
materials
c. To avoid potential problems on
actual use
d. To encourage viewers to be more
focused
Question # 5
Which is the most important reason why teachers need to preview
instructional materials that will be used in the class?
QUIZ a. To ensure appropriateness of the
materials
b. To gain confidence in using the
materials
c. To avoid potential problems on
actual use
d. To encourage viewers to be more
focused
Question # 5
Which is the most important reason why teachers need to preview
instructional materials that will be used in the class?
QUIZ
a. In developing listening skills
b. In composing poems
c. In building concepts
d. In teaching creative writing

Question # 6
Mrs. Daniela Mondragon Bartolome would like to use an audio
compact disc in teaching a lesson in Filipino. In which activity in
the teaching-learning process is it very effective?
QUIZ
a. In developing listening skills
b. In composing poems
c. In building concepts
d. In teaching creative writing

Question # 6
Mrs. Daniela Mondragon Bartolome would like to use an audio
compact disc in teaching a lesson in Filipino. In which activity in
the teaching-learning process is it very effective?
QUIZ a. The delivery of instruction can be
more interesting.
b. The role of the teacher can be
changed into knowledge dispenser.
c. The quality of learning can be
improved.
d. The method of teaching and
learning becomes more interactive.
Question # 7
Which of the following statements is NOT correct about the
contributions of technology to student learning?
QUIZ a. The delivery of instruction can be
more interesting.
b. The role of the teacher can be
changed into knowledge dispenser.
c. The quality of learning can be
improved.
d. The method of teaching and
learning becomes more interactive.
Question # 7
Which of the following statements is NOT correct about the
contributions of technology to student learning?
QUIZ a. When it promotes mastery of the
lesson
b. When it makes viewing more
interesting
c. When it helps attain the
objectives of the lesson
d. When it induces alienation on the
part of the learners
Question # 8
Ms. Bonita used a film clip in teaching Social Studies concepts to her
Grade 7 class. However, she found out that it was ineffectively used in
the classroom. When is technology considered INEFFECTIVE?
QUIZ a. When it promotes mastery of the
lesson
b. When it makes viewing more
interesting
c. When it helps attain the
objectives of the lesson
d. When it induces alienation on the
part of the learners
Question # 8
Ms. Bonita used a film clip in teaching Social Studies concepts to her
Grade 7 class. However, she found out that it was ineffectively used in
the classroom. When is technology considered INEFFECTIVE?
QUIZ a. Use of contrasting colors for text
and background
b. Consider technical quality.
c. Present information through
graphic organizers.
d. Apply different computer effects
per slide.

Question # 9
Mr. Bernard Tejada will have a multimedia presentation in his
science class. Which of the following should he avoid?
QUIZ a. Use of contrasting colors for text
and background
b. Consider technical quality.
c. Present information through
graphic organizers.
d. Apply different computer effects
per slide.

Question # 9
Mr. Bernard Tejada will have a multimedia presentation in his
science class. Which of the following should he avoid?
 I. Set the objectives
QUIZ
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
a. II – I – IV – III
b. I – II – III – IV
c. I – II – IV – III
d. II – I – III – IV

Question # 10
Mrs. Romina Andrada Mondragon is planning to integrate
technology in her Mathematics class. Which of the following
would be the logical steps in doing this?
 I. Set the objectives
QUIZ
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
a. II – I – IV – III
b. I – II – III – IV
c. I – II – IV – III
d. II – I – III – IV

Question # 10
Mrs. Romina Andrada Mondragon is planning to integrate
technology in her Mathematics class. Which of the following
would be the logical steps in doing this?
 Write a short essay about 1 paragraph long,
with 4 to 5 sentences on the question
below.

“As a teacher or an aspiring teacher, how

will you contribute to the quality of the
education system in our country using
educational technology?”
Assignment