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ANHS-Art-of-Questioning.pptx
- 1. Department of Education 1 Artof Questioning 1
- 2. Department of Education 2 Artof Questioning 2
- 3. Department of Education LearningObjectives At the end of the session, the participants should be able to: • identify the characteristics of a good question • formulate questions for all levels of comprehension • discuss techniques of questioning • realize the importance of enhancing skills in asking questions 3
- 4. Department of Education PrimingActivity. 4 4 Direction: In a piece of paper, write the cognitive domain that is describe in each boxes.
- 5. Department of Education PrimingActivity. Let’s check it out! 5 5
- 6. Department of Education Activity1 6 1. What is the capital of Philippines? 2. What was the main idea of the story? 3. What happens when you multiply each of these numbers by nine? 4. Why do we call all these animals mammals? 6. How would you assemble these items to create a windmill? 5. What story did you like the best? Directions: In a piece of paper, write the level of Blooms Taxonomy this questions belong.
- 7. Department of Education7 ❑How do you find the activity? ❑ Which questions were easy / difficult to classify? Why? ❑How did you classify the questions? ❑ What are your discoveries about the way you classify questions? Analysis.
- 8. Department of Education8 Levels of Questioning (Blooms Taxonomy)
- 9. LOWER ORDER THINKINGSKILLS (LOTS) APPLYING UNDERSTANDING REMEMBER
- 10. HIGHER ORDER THINKINGSKILLS (HOTS) CREATING EVALUATING ANALYZING
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- 13. Department of Education GenericKnowledge/Remembering Question Stems ▪ What happened after...? ▪ How many...? ▪ Who was it that...? ▪ Can you name the...? ▪ Describe what happened at...? ▪ Who spoke to...? ▪ Can you tell why...? Find the meaning of...? ▪ What is...? ▪ Which is true or false...?
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- 15. Department of Education GenericComprehension Question Stems • Can you write in your own words...? • Can you write a brief outline...? • What do you think could of happened next...? • Who do you think...? • What was the main idea...?
- 16. Department of Education GenericComprehension Question Stems • Who was the key character...? • Can you distinguish between...? • What differences exist between...? • Can you provide an example of what you mean...? • Can you provide a definition for...?
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- 18. Department of Education GenericApplication Question Stems • Do you know another instance where...? • Could this have happened in...? • Can you group by characteristics such as...? • What factors would you change if...? • Can you apply the method used to some experience of your own...? What questions would you ask of...? • From the information given, can you develop a set of instructions about...? • Would this information be useful if you had a ...?
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- 20. Department of Education GenericAnalysis Question Stems Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur?
- 21. Department of Education GenericAnalysis Question Stems Can you compare your ... with that presented in...? Can you explain what must have happened when...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?
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- 23. Department of Education GenericEvaluation Question Stems • Is there a better solution to... • Can you defend your position about...? • Do you think ... is a good or a bad thing? • How would you have handled...? • What changes to ... would you recommend?
- 24. Department of Education GenericEvaluation Question Stems •Do you believe? •Are you a ... person? •How would you feel if...? •How effective are...? •What do you think about...?
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- 26. Department of Education GenericCreating Question Stems • Can you design a ... to ...? • Why not compose a song about...? • 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 deal with...?
- 27. Department of Education GenericCreating Question Stems • Why don't you devise your own way to deal with...? • What would happen if...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you write a new recipe for a tasty dish? • can you develop a proposal which would...
- 28. Department of Education Activity2 • Group into five (5) groups. • construct a question for each level of comprehension. • The questions will be written in metacards (one question-one metacard) which will be posted and presented. 28
- 29. Department of Education Analysis •What can you say about the questions you have framed? • Why is it important to ask questions? • What did you consider in coming up with these questions? • What are your insights/realizations about asking questions? 29
- 30. Department of Education WHYASK QUESTIONS? 30
- 31. Department of Education •to make connections: text to text, text to self, and text to world • to make predictions • to make sure we understand what we have read • to strengthen reasoning abilities of children as well as help them clarify/define their initial response to the text. 31
- 32. Department of Education •to become better readers by making us THINK! • “Books not discussed lose their value.” (Mortime Adler) • Questions allow us to make sense of the world. They are the most powerful tools we have for making decisions and solving problems, for inventing, changing and improving our lives as well as the lives of others. (Jamie McKenzie) 32
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- 34. Department of Education WHYDO TEACHERS ASK QUESTIONS? ✔to arouse interest, motivate, 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; 34
- 35. Department of Education WHYDO TEACHERS ASK 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; 35
- 36. Department of Education WHYDO TEACHERS ASK 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; 36
- 37. Department of Education WHYDO TEACHERS ASK QUESTIONS? ✔to provide feedback and enliven classroom discussion; ✔ to nurture insights by exposing new relationships; ✔ to assess achievement of instructional goals and objectives; ✔ to stimulate students to pursue knowledge on their own 37
- 38. Department of Education WHYDO TEACHERS ASK QUESTIONS? The purpose of asking good questions are generally pursued in the context of , defined as a series of teacher questions, each drawing out a student response and sometimes a teacher reaction to that response. 38
- 39. Department of Education HOWSHOULD QUESTIONS BE ASKED? 39
- 40. Department of Education •Simple • Clear • Definite • Relevant • Challenging and thought-provoking 40
- 41. Department of Education •Adapted to the age, abilities and interests of the students • Require an extended response • Use common vocabulary • Properly directed 41
- 42. Department of Education EffectiveQuestioning should: • Reinforce and promote the learning objectives • Include “staging” questions to draw pupils towards key understanding or to increase the level of challenge in a lesson as it proceeds. • Involve all pupils • Engage students in thinking for themselves • Promote justification and reasoning 42
- 43. Department of Education •Create an atmosphere of trust where students’ opinions and ideas are valued • Show connections between previous and new learning • Encourage students to speculate and hypothesize • Encourage students to ask as well as to “receive” questions • Encourage students to listen and respond to each other as well as to the teacher 43
- 44. Department of Education QuestioningTechniques in the Classroom • Encourage students to ask questions at any time. • Give adequate consideration to all questions--never evade a question. • Scatter questions over the entire class. 44
- 45. Department of Education •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. 45
- 46. Department of Education •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. 46
- 47. Department of Education •Have students speak loudly so that all may hear. • Use correct grammar and terminology. • Keep questions on the subject. • Write questions in your lesson plan. 47
- 48. Department of Education Application Revisitthe questions you have formulated in Activity 2 and make adjustments based on your learnings. • What did you notice with your work? • What are your most significant issues? • How does it feel to be a part of this training? 48
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