Scribd Logo
Upload

Welcome to Scribd!

  • 113 views

    Art of Questioning

    Uploaded by

    Michelle M Tiongson
    The document discusses the art of questioning in the classroom. It outlines different types of questions teachers can ask, including knowledge, comprehension, analysis, application, synthesis and evaluation. Questions should stimulate thinking, motivate students, diagnose difficulties, discover interests, and help students organize and evaluate lessons. Good questions are brief, clear, deal with one idea at a time, and vary in difficulty. When using questions, teachers should vary the types of questions asked, use a conversational tone, call on non-volunteers, allow sufficient wait time, and handle student responses and questions appropriately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd

    Art of Questioning

    Uploaded by

    Michelle M Tiongson
    113 views11 pages
    The document discusses the art of questioning in the classroom. It outlines different types of questions teachers can ask, including knowledge, comprehension, analysis, application, synthesis and evaluation. Questions should stimulate thinking, motivate students, diagnose difficulties, discover interests, and help students organize and evaluate lessons. Good questions are brief, clear, deal with one idea at a time, and vary in difficulty. When using questions, teachers should vary the types of questions asked, use a conversational tone, call on non-volunteers, allow sufficient wait time, and handle student responses and questions appropriately.

    Original Description:

    teacher should learn the art of questioning in order for them to be able to motivate the children

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses the art of questioning in the classroom. It outlines different types of questions teachers can ask, including knowledge, comprehension, analysis, application, synthesis and evaluation. Questions should stimulate thinking, motivate students, diagnose difficulties, discover interests, and help students organize and evaluate lessons. Good questions are brief, clear, deal with one idea at a time, and vary in difficulty. When using questions, teachers should vary the types of questions asked, use a conversational tone, call on non-volunteers, allow sufficient wait time, and handle student responses and questions appropriately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    113 views11 pages

    Art of Questioning

    Uploaded by

    Michelle M Tiongson
    The document discusses the art of questioning in the classroom. It outlines different types of questions teachers can ask, including knowledge, comprehension, analysis, application, synthesis and evaluation. Questions should stimulate thinking, motivate students, diagnose difficulties, discover interests, and help students organize and evaluate lessons. Good questions are brief, clear, deal with one idea at a time, and vary in difficulty. When using questions, teachers should vary the types of questions asked, use a conversational tone, call on non-volunteers, allow sufficient wait time, and handle student responses and questions appropriately.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 11

    The Art of Questioning

    One of the teaching tools conveniently

    placed in the hands of the teacher is the question. And yet, too many teachers either use it carelessly or fail to see its possibilities for promoting effective learning. Even with the teaching formula of Assign, Study, Recite, Test of the traditional school. The ability to ask questions was a necessary art. The fact, the traditional classroom at all levels was dominated by activities of the questionand-answer type.

    Categories of Questions
    Knowledge (who, what, whom, where, why, how)
    Comprehension (retell) Analysis
    (What are the parts of.... ? features of....? Classify according to....)

    Application (How is.... an example of....? How is.... related to.....? Why is....
    significant....?)

    Synthesis (What would infer from? What ideas can you add to? How would
    you design a new....? What would happen if you combine...?)

    Evaluation (Do you agree that...? What do you think about...? What is the
    most important.....? Place the ff. in order of priority. How would you decide about...? What criteria do you need to use to assess....?)

    Uses of Questions

    To stimulate pupils to think To motivate pupils To diagnose pupils difficulties To discover pupils interest To help pupils organize and evaluate To aid pupils to relate pertinent experiences to the lesson To focus pupils attention To develop new appreciation and attitudes To provide drill or practice To show relationships such as cause and effect To encourage the application of concept

    Types of Questions According to Purpose

    For assessing cognition


    For verification For creative thinking

    For evaluating
    For productive thinking For motivating For instructing

    Types of Questions According to Level


    Low level
    High level Convergent

    Divergent

    Characteristics of Good Questions


    brief, clear, and unequivocal not be lifted from the book suited to the age, experience, and ability of the student deal with only one idea vary in difficulty applicable to all students thought-provoking and challenging are not self-answering relevant to the lesson under discussion in good grammatical form

    Questioning Skills and Conduct of Good Questioning

    Varying type of questions


    Ask questions in conversational tone Asking non-directed questions

    Calling on non-volunteers
    Students should not be called in fixed order Allowing for sufficient wait time Courtesy between the teacher and his students should

    prevail during the questioning session

    Handling Students Response


    Show appreciation for any answer Wrong answers should never be allowed to go uncorrected Giving appropriate praise for high quality responses Following up a students response with related questions Answering in chorus should not be allowed by the teacher Student should recite to the whole class, not to the teacher Students should be encouraged to observe correct grammar and answer in complete sentence Showing non-verbal encouragement Refrain from marking the student in the record book during class recitation

    Handling Students Questions


    Teacher should be glad to welcome questions Irrelevant and inane questions should not be entertained Questions should be thrown first to the whole class for an

    answer or discussion Questions should be in correct grammar or in good language The teacher should honestly admit if he does not know the answer to a question Very shy students should be encouraged to write their questions anonymously and give them to the teacher Allot appropriate time slot for open questioning

    Sequence of Questions
    Easy
    Normal Typical Common Ordinary Difficult

    You might also like