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Social Media
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Death Penalty
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Miss France
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Cebu
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Love
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Art of Questioning
7
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Learning Objectives
At the end of the session, the participants should be
able to:
• classify questions according to the levels of
comprehension
• ask questions for all levels of comprehension
• recognize and articulate the characteristics of
developmentally appropriate questioning techniques
• realize the importance of enhancing skills in
questioning
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Analysis 1
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WHY ASK
QUESTIONS?
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• We ask questions to make connections.
• We ask questions to make predictions.
• We are using questions to make sure we
understand what we have read or listened to
• Questions strengthen reasoning abilities of
children as well as help them clarify/define
their initial response to the text.
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• “Books not discussed lose their value.” (Mortime
Adler)
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REMEMBERING
Can the student recall or remember information?
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Level 1
Remembering (Knowledge)
• Recognizing
The learner is able • Listing
to recall, restate or • Describing
remember learned • Identifying
• Retrieving
information.
• Naming
• Locating
• Finding
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Understanding
Can the student explain ideas and concepts?
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Level 2
Understanding (Comprehension)
The learner grasps the • Interpreting
meaning of information • Exemplifying
by interpreting and
• Summarizing
translating what has
been learned. • Inferring
• Paraphrasing
• Classifying
Can you explain • Comparing
ideas and concepts? • Explaining
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Questions
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Applying
Can the students use the information in a new way?
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Level 3
Applying (Application)
• Implementing
• The learner makes use • Carrying out
of information in a • Using
context different from
• Executing
the one that it was
learned.
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Questions
• Put yourself in the place of one of the characters and
tell what you would have done….. ?
• What would result if….. ?
• Compare and contrast….. ?
• What questions would you to find out … ?
• How would the character solve the similar situation
of….. ?
• Put the main character in another story setting, how
would he act?
• If you had to plan a vacation for the main character,
where would they go?
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Analyzing
Can the students distinguish between the different parts?
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Questions
• What motive does ____ have…..?
• What conclusions can you draw about…..?
• What is the relationship between…..?
• How is ______ related to …..?
• What ideas support the fact that…..?
• What evidence can you find…..?
• What inferences can you make about…..?
• What generalizations can be made about …..?
• What assumptions do you make about …..?
• What is the theme of…..?
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Evaluating
Can the students justify a stand or decision?
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• It involves the making of personal judgment
on the text by the reader, usually based on
his/her experience:
Evaluation of accuracy
Discrimination of fact and opinion
Recognition of emotionally charged words
Identification of author's purpose, mood, tone,
intent
Evaluation of values presented
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Questions
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• involves coming up with new ideas or
reproducing the text information in other
forms: dramatizing, writing another ending,
writing a letter, musical interpretation
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QUESTIONS
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you
deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
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MOVING BEYOND THE WHO,
WHAT, WHERE, WHEN AND WHY
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CREATE – What kind of place do you like to live in, a place
Where nobody else could have seen before?
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Effective Questioning should:
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• Create an atmosphere of trust where pupils’ opinions
and ideas are valued
• Show connections between previous and new
learning
• Encourage pupils to speculate and hypothesize
• Encourage pupils to ask as well as to “receive”
questions
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Questioning Techniques in the Classroom
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• Pose questions
within the ability of
the student to
whom the question
is addressed.
• Ask questions to the
inattentive.
• Require students to
give complete
answers.
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• Do not permit frequent
group responses.
• Ask open-ended
questions
• Avoid asking questions
that can be answered by
guessing.
• Use the key words of
questioning--how, why,
when, where, what,
which.
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• Have students speak loudly
so that all may hear.
• Use correct grammar and
terminology.
• Write questions in your
lesson plan.
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APPLICATION
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Once upon a time, there lived
two brothers whose names
were Heung-Bu and Nol-Bu.
Nol-Bu was the elder brother
who was very mean and
greedy. When their parents
left a large sum of money to
the brothers, the greedy Nol-
Bu seized all of the
inheritance by force and
shared nothing with
Heung-Bu.
Although Heung-Bu suffered from
poverty, he was always kind to everyone.
One day, Heung-Bu found a wounded
swallow. He took care of this swallow
during the winter time. The following
spring, the swallow brought a pumpkin
seed to Heung-Bu for thanks.
It grew into a
giant pumpkin
and Heung-
Bu's family
decided to
make pumpkin
soup because
they were very
hungry.
When they
cut it open,
there was a
lot of treasure
inside.
Nol-Bu and his
wife were very
jealous of
them. So, they
caught the
swallow, broke
its leg and
demanded the
pumpkin seed.
So the swallow
gave them one. But
instead of treasure,
monsters were
inside. They jumped
out of the pumpkin
and hit Nol-Bu and
his wife.
They also took
all their money
and so the
couple
became very
poor.
Kind Heung-Bu shared his
fortune with brother Nol-Bu
who regretted his behavior
and became a really good
person.
THE
END