Session 2
ART OF QUESTIONING
Facilitator : Mrs. SYLVIA D. MUÑIZ
EPS-AP
SESSION OBJECTIVES
At the end of the session, teachers should be able to:
1. Identify purposes for asking questions in the classroom;
2. Identify characteristics of good questions;
3. Distinguish types of questions
4. Recognize the importance of asking high inquiry questions
3
ACTIVITY (15 minutes)
1. Form 6 groups.
2. Read the passage, “Caretaking Our World’s Water” and form two
questions.
3. Write your questions in metacards. Use one metacard for one
question.
4. Discuss among your group the answers to the questions formed.
5. Mount the questions on the manila paper and share your group’s
answers.
4
Caretaking Our World's Water
Excerpts
Source: National Audubon Society (2017). Published by ReadWorks (2017)
When you think of water, what comes to mind? We drink it, clean with it, and cook with it. We spray it on our
yards, gardens, and crops. We get food from it, use it for transportation, and play in it. Animals and plants need
water to survive and grow, and some live in it, too. Water is part of our weather. It’s a simple fact: Life on Earth
could not exist without water. It’s also a fact that clean fresh water is a limited resource.
There’s a lot of water on our planet, but only a tiny amount of it is the fresh water that people, animals, and plants
need. It is reused over and over again. It evaporates from rivers and lakes, forming clouds in the sky, then falling
as rain or snow. Water from most homes flows to a water treatment plant where it is cleaned so we can use it
again.
We can all take action every day to use less water and prevent water pollution. When we do that, we help
ourselves, each other, and all the living things on Earth.
PRESENTATION OF
OUTPUTS
ANALYSIS
1. Are the answers to the questions found in the text?
2. What do we call the type of questions whose answers are found in the text?
3. What kind of thinking skill do you think is developed when literal questions are
asked?
4. How many literal questions did you form?
5. What do you call the type of questions whose answers are not found in the text?
6. How many of this type of question did you form?
7. What kind of thinking skill do you think is developed when this type of questions
are asked?
ABSTRACTION
Do you think asking questions play a significant role in teaching? Why do you
think so?
WHAT TO DO…
Write down on the left side of your T-chart why you think asking
questions are important in teaching.
SHARING OF
THOUGHTS
Video Presentation 1: Purposes of Asking Questions
Discussed by: Myla Detencio, PRIMALS 4-6
National Training of Trainers
Task for the Participants:
While viewing, write on the right side of your T-chart other important
reasons mentioned by the resource speaker that you have not yet identified or
have not written on the left side of the T- chart.
DISCUSSION
1.What were some reasons for asking questions that
were mentioned in the video, which you weren’t
able to initially identify?
Purposes of asking questions
• To motivate
• To instruct
• To evaluate or assess
• To prompt critical thinking skills
• Provide opportunity
• Encourage creative thought
• Challenge and model
• Share learning
• Foster speculation, hypothesis and opinion
2. Can you cite of specific classroom
situations to demonstrate a particular
purpose for asking questions?
“Which part of your lesson (before, during, or after)
do you ask questions to students?
What do you or your students gain when you ask
questions before the start of your lesson?
How about while the lesson is ongoing?
What do you or your students gain when you ask
questions at the end of your lesson?”
Video Presentation 2: QUESTION CYCLE
Discussed by Myla Detencio, PRIMALS 4-6
National Training of Trainers
Task for the Participants:
While viewing, write purposes of asking questions before, during and after
a lesson.
Question Cycle
(Adapted from Rosie Piller and Ian Beatty)
Before During After
Motivate Check knowledge Relate to big
Discover Apply knowledge picture
Predict outcome Analyze Demonstrate
Provoke thinking knowledge success
Assess prior Evaluate Review or recap
knowledge knowledge Exit poll
Synthesize
knowledge
Exercise skill
Elicit
misconception
We have established that we ask questions for
different reasons and that there are specific
reasons for asking questions at different points in a
lesson.
How can we say that we ask good questions?
What makes a good question?
Video Presentation 3: WHAT MAKES A GOOD QUESTION
Discussed by Myla Detencio, PRIMALS 4-6
National Training of Trainers
DISCUSSION
1.What makes a good question?
2. Give me one or two characteristics
mentioned in the video and construct a
question that satisfies one of the
characteristics?
Characteristics of Good Questions
• Help students make sense of the topic or lesson.
• Generate multiple answers or multiple approached.
• Unravel students’ misconceptions.
• Encourage students to make connections and generalizations.
• Let the student apply their knowledge in new and challenging
situation.
• Lead students to wonder more about a topic and to perhaps
construct new questions themselves as they investigate this
newly found interest.
Levels of Thinking/Types of Questions
“Questions can be classified into categories. They can be
categorized as low inquiry and high inquiry questions.”
1. Low inquiry questions tend to reinforce “correct” answers.
2. High inquiry questions stimulate a much broader range of
responses, and tend to stimulate high levels range of
responses.
“As we view a video, try to answer the following
questions.
1.Which of these two are important?
2.Which of the two should we be asking more?”
VIDEO PRESENTATION 4:
Levels of Thinking and Types of Questions
Resource Person: Myla Detencio, PRIMALS 4-6
National Training of Trainers
RECAP!
Category 1 Questions Category 2 Questions
• Factual • Higher cognitive
• Closed • Open
• Convergent • Divergent
• lower level/ lower Order • High level/ high order
• low inquiry • High inquiry
Both are important in teaching and students’ learning.
1.According to the speaker, which of these two are important?
Do you agree with the speaker?
2.According to the speaker, which of the two categories
should we be asking more? Do you agree?
ACTIVITY
Revised Bloom’s Taxonomy
1.Write the six types of thinking skills following
Bloom’s Taxonomy in metacards. One metacard
should contain one type of thinking skill. Mount
them at random in a Manila Paper.
Revised Bloom’s Taxonomy
2. With the six types or levels of thinking skills,
arrange these in order from lower to higher levels of
thinking skills? Place the lowest level at the bottom
and highest level at the top.
As we view a video, try to confirm if the arrangement of our
levels of thinking is the same as the one the speaker
presented.
VIDEO PRESENTATION 5: Bloom’s Taxonomy
Resource Person: Myla Detencio, PRIMALS 4-6
National Training of Trainers
ACTIVITY
1.Were we able to come up with the same hierarchical
order of thinking levels?
2.What levels of question do you mostly use in your class?
3.Which ones do you rarely use in your class? Why do
you rarely use that level of question?
BLOOM’S TAXONOMY
Creating Generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble, devise
Evaluating Coordinate, measure, detect, defend, judge,
argue, debate, critique, appraise, evaluate
Analyzing Differentiate, distinguish, compare, contrast,
High inquiry organize, outline, attribute, deconstruct
Applying Execute, implement, demonstrate, dramatize,,
interpret, solve, use, illustrate, convert, discover
Understanding Interpret, exemplify, classify, summarize, infer,
compare, explain, paraphrase, discuss
Low inquiry Remembering Identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce
REFLECTION (15 mins.)
An idea that is new to me An idea that I learned more An idea that I want to learn An idea that I found most
about more about relevant as a ______ teacher
Application (30 minutes)
Individual Activity
• Using your CG / LM/DLP go through one of your lessons for this
week or next week
• Check if you have incorporated some questions before ,during of
after the lesson . Formulate one question for each point of the
lesson .
• Identify the questions you have formed if low or high level.
Transform low level questions to high inquiry questions.
• Identify the level of questions based on Blooms Taxonomy for high
inquiry questions formed.
Teaching is the art of asking questions.
Socrates
To question well is to teach well. In the skillful use
of questions. More than anything else, lies the fine
art of teaching.
Earnst Sachs
Good learning starts with questions, not answers.
Guy Claxton, Bristol University
DEPARTMENT OF EDUCATION
GRACIAS! DIOS MAMAHES! MABBALO!
AGYAMANAK!
