Lesson 7 Thought Provoking Questions For Students

ENGLISH 7
QUARTER
3 LESSON
7
Mrs. Sarah Jean R. Tilos
OBJECTIVES
1. Identify the different ways on how to
formulate thought-provoking questions.
2. Explain the different ways on how to
formulate thought-provoking questions.
3. Construct thought-provoking
questions.
ENGLISH 7
THE HEART OF
QUALITY
DISCUSSION: HOW TO
RAISE THOUGHT-
PROVOKING
Mrs. Sarah Jean R. Tilos
QUESTIONS
“Everything we know has its origins in
questions. Questions, we might say, are the
principal intellectual instruments available
to human beings.”
- Neil Postman in The End Education
INTRODUCTI
ON
Imagine the different Metro Manila mayors
having a meeting to decide the next quarantine
protocols. What do you think happens in the
gathering? How would discussions happen? What
if there are some disagreements? The key to any
great panel discussion or public forum is to ask a
great questions that inspire honest conversations.
However, we must remember to ask the specific
and proper questions to arrive at the expected
response.
L E T'S
ELABORATE
Thought-provoking questi
set the mood of a convers
ons are created questions
that can
ation. It digs your brain
substance; enables new with real
ideas to succeed and
perspectives to grow. fresh
When you think, it can be

a range of ideas taking sh
then. Thought provoking ape and
questions make you refle
Some of these questions ct deeply.
are philosophical questio
can be personal and the ns, others
re are many that give y
mental exercise. One th ou a good
ing is common in all o
suggest pondering and dee f these: it
p thinking.
The key to any great pan
el discussion or public
forum is for the modera
tor or audience to ask g
questions that inspire fr r eat
ank conversation among
panelists. the
The following six (6) que

stions have been shown to
improve the outcomes o
f panel discussion or pu
forum, helping to get in blic
dividuals think about co
more deeply. ntent
Remember: Thought-pro
voking questions = b
discussions etter
1. Moral/Ethical
Dilemmas
SIX WAYS TO
IMPROVE THE
2. Assess - Diagnose -
OUTCOMES Act
OF PANEL
DISCUSSIONS
OR PUBLIC 3. Compare and
Contrast
FORUMS
4. Interpretive -
Evaluative
SIX WAYS TO
IMPROVE THE
5. Conceptual Changes
OUTCOMES
OF PANEL
DISCUSSIONS
OR PUBLIC 6. Personal
Exploration
FORUMS
1. MORAL/ETHICA
DILEMMAS L
Provide individuals with
a problem or situation an
to explore one or more of d ask them
the moral and ethical conc
erns.
This type of prompt will
get individuals think abou
from multiple sides, givin t the topic
g them a bigger understa
subject. This will help the nding of the
m prepare for discussion,
have the tools to form th as they now
eir own opinions and ide
those that they have resea as based on
rched.
Example: It is said that

when Moderna vaccines
they did use cells from ab were tested,
orted fetuses. What is you
r reaction?
2. ASSESS-DIAGN
OSE-ACT
Assessment : What is the
issue or problem at hand?
Diagnosis : What is the ro

ot cause of this issue or pr
oblem?
Action : How can we solv
e the issue?
This type of question w

ill help individuals thro
process of problem solv ugh the
ing. Each step will hav
evaluate the problem and e them
prompt to think of ways
they can fix it/deal with it o n h ow
3. COMPARE AND
CONTRAST
Ask the individuals to
make connections and id
differences between idea entify
s that can be found in c
articles, images, videos, e lass texts,
tc.
When individuals unders

tand the similarities an
differences between diffe d
rent ideas, they can develo
argument because they u p a better
nderstand both sides. Th
question will lead to b is type of
etter constructed respon
individuals and in tu ses from
rn deeper, more well
discussions. -rounded
Example: How do these v

accines differ from each o
are they similar? ther? How
4. INTERPRETIVE
EVALUATIVE -
Begin with questions abo
ut the intentions or goals
discussion or forum. Then of the
, ask the individuals to ev
truthfulness of these inte aluate the
ntions, and finally the eff
of the methods used. ectiveness
Example: What is the p

urpose of choosing these
over others? vaccines
How would you justify

that these vaccines are b
others? etter than
Have you tested the vacc

ines’ effectiveness? How
explain the vaccines’ effec would you
tivity?
5. CONCEPTUAL C
HANGES
Introduce the individuals
to a new concept or idea,
ask them to find a commo then
n misunderstanding about
and explain it in their resp this topic
onse.
Numbers 4 and 5 let indiv

iduals form their ideas ab
topic based on the conte out a
nt they have read. Once
formed their ideas, they m they have
ust then question their me
challenge their original th thods and
oughts. These are great w
individuals think criticall ays to get
y about their ideas, enc
them to reflect and self-ev ouraging
aluate.
5. CONCEPTUAL C
HANGES
Example: It is said that th

e process of vaccine dev
was rushed, and the vacc elopment
ine may not be safe beca
speed. Is it true? Can you use of the
explain further?
6. PERSONAL EXP
LORATION
Let the individuals explo
re a new idea on their te
Exploring what it means rms.
to them as individuals. Th
freedom helps them find th is creative
eir authentic voice.
For example: “What does

_______ mean to you?” O
an example of…” R “Find
Questions like this encoura

ge individuals to be curiou
build a personal connecti s a nd
on with the topic. This m
topic more interesting to akes the
the individuals which he
further engagement during lps create
discussions.
“A beautiful question is an ambitious yet
actionable question that can shift the way
we think about something and may serve
as a catalyst for change.”
- Warren Berger, Author, A More Beautiful Question

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ENGLISH 7

When you think, it can be

The following six (6) que

Example: It is said that

Diagnosis : What is the ro

This type of question w

When individuals unders

Example: How do these v

Example: What is the p

How would you justify

Have you tested the vacc

Numbers 4 and 5 let indiv

Example: It is said that th

For example: “What does

Questions like this encoura

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