The Art of Questioning

“Good teaching is more a giving of right questions

than giving of right answers.”
-Josef Albers (1888-1976)
Question
- any sentence which has an interrogative form or
function

* In the classroom:
Questions are considered as instructional cues or
stimuli that convey to the students the content elements
to be learned and directions for what they are to do and
how to do it. It should also play a central role in the
learning process.
*Good questioning is an excellent aid to teaching that is
hardly utilized to the fullest extent.

*Good questioning challenges the higher order

reasoning/ thinking skills of the students.

*Good questioning is a determinant of teaching and

learning outcomes.
* The quality of the teachers’ questions affects the quality of
thinking in the classroom.

Low Order Questions High Order Questions

 the most common questions that

teachers use
 require simple recall
 do not give much challenge to
students’ thinking and reasoning
skills
 usually are close-ended questions
and questions that require specific
answer
 stimulated through the use of
open-ended questions
 require higher order reasoning
 engage students in a dynamic
thinking and learning
Purposesof Questioning
Why do teachersask questions?
to interest, engage and challenge the
learners;

to check on prior knowledge;

to stimulate recall and use of existing

knowledge and experience in order to create
new understanding and meaning;
Why do teachersask questions?
to focus thinking on key concepts and
issues;

to extend learners’ thinking from the

concrete and factual to the analytical and
evaluative;

to lead learners through a planned

sequence which progressively establishes
key understandings;
Why do teachersask questions?
to promote reasoning, problem solving,
evaluation and the formulation of
hypotheses;

to promote learners’ thinking about the

way they have learned;

to develop critical thinking skills and

inquiring attitudes and reinforce student
understanding;
Why do teachersask questions?
to provide feedback and enliven
classroom discussion;

to nurture insights by exposing new

relationships;

to assess achievement of instructional

goals and objectives; and

to stimulate students to pursue

knowledge on their own
 The purposes of asking good questions
are generally pursued in the context of
classroom recitation, defined as a series of
teacher questions, each drawing out a
student response and sometimes a teacher
reaction to that response.
Cognitive acts when students are confronted
with a question:
*Revising the response

*Generating overt response

*Generating covert response

*Deciphering the meaning of the question

*Attending to the question

Principles of Questioning
Principles of Questioning:
1. Distribute questions so that all, including non-
volunteers, are involved.

2. Balance factual and though-provoking

questions.

3. Ask both simple and challenging questions so

that the poorer students may participate and
the brighter students may be extended.
Principles of Questioning:
4. Encourage lengthy responses and sustained
answers.

*Avoid yes-no questions, questions overlaid

with afterthoughts, fragmentary questions,
and questions that tug or encourage guessing.

If you catch yourself asking a yes-no question,

add “Explain.”
Principles of Questioning:
5. Stimulate critical thinkingby asking:
“To what extent?”,
“How?”,
“Under what circumstance?”,
“Why?”,
“Compare (or contrast)…”

a.Avoid “Does anyone know…?” and “Who

can tell us…?”
Principles of Questioning:
b.Allow time for thought. Wait until five to six
students want to speak.

c.Be a model of exact phrasing and coherent

thinking.
1)Phrase questions clearly, within the
vocabulary limits of the class.

2)Make each question specific, short and

proactive.
Principles of Questioning:
d.Encourage students to comment on the
answers of classmates.
1)Start the crossfire by asking “What’s
your opinion of that answer…?”

2)Follow up promising leads, building on

contributions.

3)Tactfully curb aggressive students. No

student or teacher domination will
prevail.
Principles of Questioning:
4) Don’t drop too quickly a student who
seems unable to answer. If a student is
confused, inquire “How can we help
out?”

e. Never interrupt a student who is attempting

to answer, nor tolerate ridicule of an honest
effort.
Principles of Questioning:
6. Use the overhead technique:
Question--Pause--Name

7. Ensure audibility, then refuse to repeat the

questions or answers. (But in large classes,
always repeat questions and answers!)

8. If a student ask a question, don’t answer it

until you’ve asked the class, “How would you
answer that question?”
Principles of Questioning:
9. Personalized questions:
“Pretend you are…what would you do?”

10. Suggest partnership by inquiring

“How can we…?”

NOTE: One important rule to observe in

framing questions is that questions are
designed for grading should reflect the same
kind of thinking used in instruction.
Levelsof Questioning
Bloom’s Taxonomy-CognitiveDomain
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
1. Knowledge: requires that the students recognize or
recall information
Words to Use
Examples: define name
 What is the main idea in…? memorize relate
what which
 What are the characteristics of…? when indicate
record write
 How is … related to…? list select
When was CJ Corona impeached? distinguish where
identify acquire
2. Comprehension: requires the students to think on
low level such that the knowledge can be
reproduced or communicated without a verbatim
repetition.
Words to Use
restate identify
Examples: discuss locate
describe report
 What does singing the blues imply? relate extrapolate
recognize review
 Which term does not belong in this explain tell
sentence? express infer
illustrate rephrase
 A lion is to pride, as is to flock?
 Explain why Paul is a developing character in the story.
3. Application: requires the students to solve or explain
a problem by applying what he or she has learned to
other situations and learning tasks.

Words to Use
Examples: apply use
 Looking at the map, state the possibl e demonstrate dramatize
illustrate practice
locations for the cultivation of wheat. sketch paint
translate operate
 Choose from the array of watercolors interpret schedule
and paint a picture of a rock. employ shop
play mold
 How would you get in contact with
the person who was supposed to meet you.
4. Analysis: requires the students to solve a problem
through a systematic examination of facts or
information.

Words to Use
Examples: analyze test
 Study the pictures. compare criticize
distinguish diagram
* What features of the land categorize inventory
allow cultivation? differentiate question
appraise relate
* Which vehicles would most likely calculate clasify
discriminate assume
to be used to travel?
5. Evaluation: requires the students to make an
assessment of good or not so good according to
some standards.

Words to Use
Examples:
judge assess
 Indicate in what ways this is a appraise score
beautiful poem. evaluate select
measure choose
 According to the stated situation, revise estimate
value rate
which is the most appropriate move defend check the
the man could take? indicate decide
6. Synthesis: requires the students to find a solution to a
problem through the use of original, creative
thinking.
Words to Use
Examples: create formulate
hypothesize arrange
Design a sand table so that you can invent assemble
study different kinds of erosion. design collect
compose construct
 Offer two proposals to solving plan suggest
the crowding in our school halls develop make up
propose think of a way
at lunch.
NOTE:

Low Level Thinking Skills (LOTS) are those in

the knowledge and comprehension level.

High Level Thinking Skills (HOTS) are those

that go beyond the comprehension level.
Types of Question
Types of Question
 Factual Questions
-used to get information from the students
and often test rote memory

Example:
“What is the most common reason for
vehicular accidents?”
Types of Question
 Clarification Questions
-intend to provide clarity to both students and
teachers

-have important clueing effects and help students

to revisit their earlier statements with alternative
perspectives

Example:
“What do you mean by…?”
“Can you give me an example?”
“Can you rephrase what you have said?”
Types of Question
 Broadening or Extension Questions
-enlarge the existing theme, explore
implications of the response and can be
useful in opening up further possibilities

-can be used to assess additional knowledge

of the students

Example:
“Do you know of any other chromosomal
abnormality in Down syndrome?”
Types of Question
 Justifying Questions
-probe for assumptions and explore reasons
for particular answers

-require significant comprehensions and

reasoning skills on the part of the students

Example:
“You mentioned that CJ Corona lied in his
SALN. What are your reasons for such
statement?”
Types of Question
 Hypothetical Questions
-used to explore students’ understanding of
complex situations beyond the scope of a
particular encounter by creating hypothetical
scenarios

-often come in handy during the latter part of

teacher-student interactions when the basic
facts and concepts are already established
Types of Question
 Hypothetical Questions

Example:
“Suppose Jeny has a ventricular septum
defect and is taking diuretics to control her
symptoms, how would you revise and
rearrange the differential diagnosis of Jeny’s
respiratory distress?”
Types of Question
 Questions about Questions
-probe for reasons for the question that
students ask the teachers

-allow the students to verbalize their

reasoning and understanding of the events
leading to their own questions

Example:
“Why did you ask that particular question?
What are you thinking of?”
Types of Question
 Redirected Questions
-address the same questions to several
students and distribute responsibility

-generate a wide variety of response and

allow the students to evaluate each other’s
contributions

-shift the focus from teacher-student

interaction to student-student interactions
Questioning Strategies and
Techniques
According toCaram and Davis (2005)

Create a classroom culture open to

dialogue.

Use both preplanned and emerging

questions.

Select an appropriate level of

questioning based on the students’
needs.

Avoid tricky questions that require only

a Yes or Noanswer.

Phrase questions carefully, concisely and

clearly.
According toCaram and Davis (2005)

Address questions to the group or to

individuals, randomly.

Use sufficient waittime.

Respond to answers given by students.

Deliberate frame questions to promote

student interest.

Use questions to identify learning

objectives for follow-upself-study.
Critiquing Questioning
Techniques
Procedure:
1. To assess the types of questions asked, a
video or audio-tape recording of a class
needs to be made.

2. As soon as possible after the class is over,

watch and/or listen to the recording and
choose a ten-minute segment for analysis.

3. Write down in its entirely each question that

you ask during this ten-minute segment.
Procedure:
4. As you go over these questions, consider the
following:

a.What effects might your phrasing have

had on the students’ thinking about
question?

b.How could you improve the wording/s

of these questions?
Procedure:
5. Focus your attention on the amount and
complexity of thinking required for your
students to respond (silently or aloud) to
each question.

6. Classify your questions using the Bloom’s

Taxonomy categories.
Procedure:
7. Do this type of analysis periodically throughout
the year to assess your progress:

a.Into which category do most of your

questions fall?
b.How do your students respond to your
question?
c.What were your goals for this class or
lesson?
d.Is there an alternative pattern of questioning
you can think of which would better facilitate
the achievement of the goals stated
Educational Implications:
This approach will help the students learn how to listen.
It will provide feedback on how successful the lesson
was in stimulating their thought processes.
The students will reflect on their learning through
higher-level thinking processes such as analysis, synthesis,
comparison, or summation.
Students are more likely to remember what they have
learned when they explore the implications of their
learning.
Activity:
Mechanics:
Select a particular topic or issue and write down at
least 6 questions that could be formulated out from the
chosen topic. See to it that the questions are relevant to the
needs and interest of the students.

Criteria:
Content 3points
Clarity of the question 1 points
Relevance to students’needs 1 points
5 points each
Thankyou