WHAT ARE THE TECHNIQUES WHICH MAKE TEACHING EFFECTIVE ?

by Ms Afia Bano Fazaia Degree College, Rafiqui Shorkot

ROAD MAP
What is questioning? When,why and how to put questions What are the different stages to be followed When a question is asked? Types of question Qualities of a good question Guidelines for presenting good questions

QUESTIONING is a device which stimulates TRAINEES thinking capacity and to

secure their active

co-operation in building up of

the lesson.

An Educationist said

The important thing about learning is not to stop

questioning.

When to put questions Why to put questions How to put questions. .

WHAT ARE THE DIFFERENT STAGES TO BE FOLLOWED WHEN A QUESTION IS ASKED ?

At the beginning of lesson. During the progress of the

lesson
At the end of the lesson

PURPOSES OF QUESTIONING

What, in your opinion are the purposes of questioning ?

To make the student alert. Enhancement of thinking ability. Promotion of Interaction teaching Provision of drill and practice Arrangement of the content Evaluation of content knowledge. Gaining the attention of wandering mind

To diagnose.
To emphasis important points.

To appreciate students.

TYPES OF QUESTION
Convergent

Divergent
Narrow

Broad
Evaluative

Probing
Socratic

1.

CONVERGENT

CLOSE ENDED
Designed to seek a predictable and

singularly correct answer.

It requires high level, mental processing. It stimulate focused thinking Ask for simple recall of information learnt

2.

DIVERGENT
OPEN ENDED

It enhances divergent thinking. Answers are less predictable

Stimulate creative thinking.

The scope is wide and open. Require comprehensive answers. They needs students comprehensive grasp of multiple concepts.

3. NARROW

Straight forward

Usually single worded and single

Phrased answers. Seek recall or fact or specific Correct answers. Mostly revolve around naming stating and defining. Usually begin what, when and who

4. BROAD

It requires the students to arrive at an independent conclusion. Seldom answered in single word or phrase. Wide in scope. More complicated.

5. EVALUATIVE
To place a value on something. It can be considered both so convergent. It can be considered both as convergent and divergent question. Used to check students overall learning.

Answer based on students clear understanding, good grasp and comprehensive overall knowledge.

6.

PROBING

Generally

used to follow up the students responses the students to think more thoroughly

Encourage

QUALITIES OF A GOOD QUESTION

Simple worded

According to the level of the student

Should be simple Should be concise Should have specific nature Purposeful Design to discourage guessing Relevant

GUIDELINES FOR REPRESENTING QUESTIONS :

Q. How can questions be

managed in an effective
way ?

Write your key questions in your lesson plan. Evaluate your questions according to clarity, level and relevancy. Asked the question First, Pause and then call on a student to answer it. After asking a question allow them to think for at least three seconds before calling a student.

( cont.)

Involve as many students as possible.

Acknowledge a good response Handle incorrect responses positively. Do not bluff the students if you are

unable to answer their questions.

Avoid to ask such type of questions which have yes or no response. Accept only individual answer.

Questions to Ponder
Why questioning technique is important for conceptual learning. In your view what is the role of teacher in this.

Ask your self, do you have tolerance against critical questions.

Why asking probing questions is known as clever way of teaching.

CONCLUSION
BEST QUESTIONING TECHNIQUE IS THE MAIN TOOL FOR CONCEPTUAL LEARNING