QUESTIONING TECHNIQUE

By :
Mashal Ghani
 There are many types of questions that can be
used for questioning techniques. A few basic
ones that are important are listed below.
 Open questions
 Probing questions
 Closed questions
 Funnel questions
 Leading questions
 An open-ended question is a question that
cannot be answered with a "yes" or "no".
 Open-ended questions allow respondents to
include more information, including feelings,
attitudes and understanding of the subject.
 An effective probing question helps to get a
person to talk about their personal opinions
and feelings, and promotes critical
thinking. Probing questions are typically
open-ended
 Closed-ended questions are those which can
be answered by a simple "yes" or "no,"
 This technique involves starting with
general questions, and then drilling down to a
more specific point in each. Usually, this will
involve asking for more and more detail at
each level
 A question that prompts or encourages the
answer wanted.
 leading question is a type of question that
implies or contains its own answer.
 Questions Asked By Most
The Teachers Percentage Wise

5
Open
39
closed

55 Funnel

11 Leading
 Original question
 Alternate question (ask the same thing in a different
way)
 Open-ended question (I.e. descriptions or
comparisons)
 Alternative response (give students an “either/or”
option)
 After asking a questions, wait AT LEAST 3
second before asking for a response
 Revisit the important stuff!!
Decide the purpose of your question

Select the content of your question

carefully

Choose the level of difficulty of the question ensuring that students have the necessary
information and skills to answer it

Phrase the question carefully using vocabulary familiar to the students

Anticipate possible student responses

Write your main questions in advance

 think about different ways of using your questions
 don’t stick solely to your list of prepared questions
 add questions that occur to you during class
 modify your list of questions as you go along,
especially if the discussion (i.e., student responses)
leads to important and relevant exploration of
content
 act as though you are seeking knowledge and
discussing a topic, not interrogating or simply
evaluation knowledge
 be ready to rephrase or scaffold your questions if
students have trouble understanding what you are
asking