EDUKASYON

PANTAHANAN AT
PANGKABUHAYAN
(GRADE V)
THE ART OF QUESTIONING
I. At the end of the session, participants
are expected to:
1. Identify and categorize the characteristics of
a good question.
2. Enhance questioning techniques and
strategies in all EPP lessons based on Learning
Competencies.
3. Formulate questions according to the level
of learners and its Learning Standards.
4. Realize the importance of Bloom’s
Taxonomy of Thinking Skills in the art of
questioning.
II. Introduction:

Good teaching involves good questioning

techniques. Skillful questioning can arouse the
students’ curiosity and stimulate their
imagination. It can change them, make them
think and help clarify concepts related to
lessons.
Activity 1:

1. Form into 5 groups and choose a leader and a

scribe.
2. Each leader of the group will get 2 metacards
and a pentel pen.
3. Write in one word each metacard the use and
purpose of asking questions to the learners.
4. Post your outputs on the board and assign
somebody in your group to explain briefly
your work.
Analysis No. 1:

1. What is the role of each member in the

group in doing the activity?
2. How did you arrive to a specific answer?
3. What did the group feel when the activity
was done?
I. Presentation:

Uses/
Purposes of
Asking
Questions
Activity 2:
1. Let’s play a One Question Ice Breaker Activity.
2. Choose one representative from your group and get one rolled paper
from the box and open it.
3. Question and Answer must be paired together and form as a team.
4. If you were able to draw the question, then you will be one to ask
question while your partner will be the one to answer.
5. Those assigned to ask a question, draw again a piece of paper and
examine carefully the topic that you’re going to ask to your partner.
6. Then, formulate a question from the given situation and it must be
answered quickly.
7. Those who are on their seats will act as listeners and evaluate if the
question was:
- clear - challenging
- simple/ concise - properly directed
- relevant
Analysis No. 2:

1. What comes to your mind when you are

going to ask a question?
2. What is the first thing to do before you
answer a question?
3. How is a question delivered?
4. What are the characteristics of a good
question?
5. Is there also a questioning technique?
II. Key Points:
A. Characteristics of a Good Question:
Properly
Use directed Simple/
Common
concise
Vocabulary

Require an A Good
Challenging and
extended Question is/ thought-provoking
response should

Group
Appropriate to Orientation
the age, abilities
and interest of (The use of
Relevant we, us rather
students
than I, me)
B. Guidelines in Asking Questions

1. Wait-Time – the interval between asking a question and

student response. One second is the average amount of
time teachers wait for response; increasing to 3 to 4
seconds has several beneficial effects.

2. Directing – the recommended strategy is ask a question

and call a student’s name. Predictable order is effective
in “reading” of lower grades, to reduce anxiety. Calling on
non-volunteers can be effective if they can answer the
questions and at least not more than 15% of the time.
3. Redirecting and Probing – the effective strategy for the
teacher is not to provide the answer for incorrect or
inadequate responses. Redirecting the question is good
for high-achieving students and probing is better for low-
achieving students. In probing, the teacher stays with the
same student, asking for clarification, rephrasing or
restating the students’ ideas.

4. Commenting and Praising – honest praise increases

achievement and motivation, e.g. by saying good, correct,
that’s true, indicating approval or acceptance. Phony
praise can have detrimental effect.
 Types of Questions
1. Closed Questions:
 A closed question can be answered with either
a single word or a short phrase.

 A closed question can be answered with either

Yes or No.

 They should be used with care – too many closed

questions can cause frustration and shut down
conversation.
 Types of Questions
Characteristics of closed questions:
 They give you facts.

 They are easy and quick to answer.

 They keep control of the conversation

with the questioner.

DEPARTMENT OF EDUCATION
 Types of Questions
2. Open Questions:
These are useful in getting another person to speak.
(They’re likely to receive a long answer.) They often begin
with the words: What, Why, When, Who… Sometimes they
are statements: “tell me about” , “give me an example of”
They can provide you with a good deal of information.

Characteristics of Open questions:

 They ask the student to think and reflect.

 They will give you opinions and feelings.

 They hand control of the conversation to the respondent.

 Types of Questions
3. Inference Questions:
Inference questions ask you to find the inferences
and assumptions made in the passage/context. The
main goal is to assess your ability to go beyond the
context. It’s not unusual to face two or more
inference questions in each passage.

Ex. They went out at 6.

They came back at 10.

How long did they stay out?

 Techniques and Skills in Questioning

1. Questions should be asked in a natural and

well - modulated voice.

2. A teacher should ask the question first & then wait for
the class to think about it before calling on a student
to answer the question.

3. A sufficient number of questions should be asked

to stimulate students to activity.

4. A teacher should refrain from repeating questions.

(to challenge attention)
 Techniques and Skills in Questioning

5. Questions should be evenly distributed so that the

majority of the pupils can take part in the discussion.

6. A teacher should avoid starting to any mechanical

system of fielding question to the class, such as
alphabetical order, row by row etc.

7. A teacher should ask questions that are really

interesting and thought – provoking.
 Techniques of Asking a Question

1. The Default 2. The Volunteer

Ask a question Ask a question

Pause Pause
Call on a student Wait for a raised hand

Master this Use for

technique and use conceptually
it as your standard challenging
questions
 Techniques of Asking a Question

3. Jump Ball 4. The Choir

Ask a question Ask a question

Pause Pause

“ Any body ” “ Every body “

Use for conceptually Use for simple but

challenging questions important points that
and when you need a everyone should know
fast answer
 When a student asks a question:

 Clarify it, if necessary.

 Whenever possible, help the student answer the

question himself.

 Ask other students to answer the question.

 Defer until later, if possible.

 Answer it yourself, only as a last resort . . .

 But, never let a student’s question go unanswered.

 When a student says:
I don’t know

As a general rule,

Don’t let them off the hook!

REVISED BLOOM’S TAXONOMY
REVISED BLOOM’S TAXONOMY
 III. Application:
Using your Curriculum Guide, write one question in each of
the following:

Remembering
Understanding
Application
Analysis
Evaluating
Creating
“Good learning starts with questions, not answer.”
- Guy Claxton, Bristol University –

“To question well is t teach well. In the skillful use of

questions, more than anything else, his the fine art of
teaching.”
- Earnst Sachs –
Thank You .....
Ma. Shirley Abanador – Macawile
City of San Jose del Monte,
Bulacan