Lecture-3.pptx

Lecture-3.pptx

• 1.
  THE ART OFQUESTIONING
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  Introduction We use itin our daily life Conversations. And yet many, either use it carelessly or fail to see its possibilities for promoting effective learning. Some very adept communicators demonstrate a high level of skill in gathering information from others.
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  Uses 1. To stimulateto think 2. To motivate 3. Questions can be used effectively to arouse and hold the interest 4. To diagnose difficulties 5. To discover interest 6. To develop the ability to evaluate and organize materials or experiences.
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  6. To aidrelate pertinent experiences 7. To focus attention on the points. 8. It helps to organize thinking in a logical way. 8. To develop new appreciations and attitudes  Questions can be used to help modify, clarify or expand ideas relating to appreciations and attitudes. 9. To provide drill or practice. 10. To encourage the application of concepts.
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  Characteristics of aGood Question 1. It is simple and clear 2. It is definite  Permits one answer 3. It is challenging & thought – provoking  It stimulates students to compare, evaluate, draw conclusions & appraise results. 4. It is adopted to the age, abilities and interests of the audience 5. It requires extend response
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  Techniques of Questioning– questioning requires skills 1. Questions should be asked in a natural and well – modulated voice. 2. Ask the question first & then wait for the audience to think about it before calling on a someone to answer the question. 3. A sufficient number of questions should be asked to stimulate to activity. 4. Prevent from repeating questions. (to challenge attention) 5. Questions should be equally distributed so that the majority can take part in the discussion. 6. Avoid starting to any mechanical system of fielding question to the class, such as alphabetical order, row by row etc. 7. Ask questions that are really interesting and thought – provoking.
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  Techniques in HandlingResponse 1. One should make every effort to show on appreciative attitude towards answers.  One should refrain from giving sarcastic comments to wrong answer. 2. One should never allow wrong answers slip by. 3. Correct answers of should be followed with encouraging remarks by the teacher. 4. Clearness in every point expressed by the should be insisted upon by the teacher. 5. Answering in concert should be discouraged. 6. One should be encouraged to answer in a loud and clear voice. 7. encourage to answer in complete thought units and grammatically correct statements.
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  Types of Questions Close Ended Question Which require yes or No in answer/ Which can also require to be selected in few options. Venn (2004) advises that a closed question can be recognized easily because it starts with words of phrases like: • Do... • Is... • Can...
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  • Could • Will... •Would... • Shall... • Should.. .
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   Open EndedQuestion These question require longer answers in detail Venn (2004) advises that open questions are more likely to start with words such as: • How... • Why... • When... • Where... • What... • Who... • Which
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  • When... • Where... •What... • Who...
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  Major Types ofQuestions So far, we have looked at 2 types of questions: open and closed. Other more advanced types of questions include the following:  Probing/clarifying Questions Reflective Questions  Direct Questions  Hypothetical Questions
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   Probing/Clarifying Questions: Inreality, these are open or closed questions that serve to build on the person’s previous answers, comments and responses. They use information already established in order that we can explore further. These questions also demonstrate to the person that they are being actively listened to.
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  Some examples ofprobing questions include: Tell me more about that? What happened next? What did you do next? How did that happen? Can you tell me why? What do you mean?
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   Reflective Questions. Reflectivequestions or statements are really comments made before another type of question, which serve to soften the questioning as well as demonstrate to the speaker that they are being well and truly listened to. They typically constitute a short summary of what the other person has said, and may also be considered as a type of paraphrasing.
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  Student: It’s justthat I’m feeling really under pressure with the placement at the minute, and then I slept in this morning and just managed to make it here in time, even though I missed the bus and had to walk all the way in. And it was raining… Practice Educator: It sounds like you had a bad morning. You were saying that you are feeling really under pressure with the placement? (Reflective question) In what way are you feeling under pressure? (Probing question
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   Hypothetical questions Hypotheticalcan be an excellent way to encourage your student to reflect on issues through thinking through previously unconsidered options. They are also often used in interview situations to test the creativity and mental agility of prospective students or employees.
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   What otherpoints would you consider if your client was older?  What other questions would you ask your patient if they also presented with shortness of breath?  If I could arrange an extension on your final report, how would you feel about presenting the workshop?  If you had extra funding for the department, how would you improve on current practices?
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  Direct questions  Directquestions can be either open or closed questions. However, they tend to have the following characteristics: 1. When posing a direct question, you always use the name of the other person 2. You pose the question as an instruction. Tell me Asia, ....... Explain to me Azam ..... etc
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  The following checklistsummarizes the relative advantages of each (Adapted from Venn, 2004). Type of Question Use Open Questions For more information Closed Questions For specific information or a yes/no Probing Questions For added detail Reflective Questions To get the other back on track Hypothetical Questions To get the other to think/reflect Direct Questions An instruction to get attention
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  THANK YOU