EFFECTIVE QUESTIONING
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EFFECTIVE QUESTIONING

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EFFECTIVE QUESTIONING AND BLOOM'S TAXONOMY

EFFECTIVE QUESTIONING AND BLOOM'S TAXONOMY

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EFFECTIVE QUESTIONING EFFECTIVE QUESTIONING Presentation Transcript

  • Presented by: M. EVANGELISTA
  •  Ability to deliver a valuable yet difficult query into a simple form of sentence which are easy to understood by the respondent in order for him/her to answer the question effectively and efficiently.
  •  The learning process and effective instruction are both anchored on the art of questioning.  It is the skillful questioning that can elicit the correct response from students.  When questions are defective they cease to make students think, their thoughts are muddled and they do not feel challenged at all.
  • 1. Arouse their curiosity 2. Stimulate their imagination 3. Motive them to engage in the lesson and the particular learning experiences that form part of the learning tasks.
  •  Effective questioning necessitates an orderly sequencing according to the thinking process which means questions starts from the LOW to HIGH level so that students are able to respond thereby contributing to the quality of classroom discussion
  •  LOW LEVEL QUESTIONS – emphasizes memory and simple recall of information. Usually such questions focus on facts and details. These questions usually start with WHO, WHAT, WHEN, AND WHERE.  HIGH LEVEL QUESTIONS – type of questions that go beyond simple recall and factual information (HOTS) Highest Order Thinking Skills.
  •  CONVERGENT QUESTIONS – Tend to have one correct or best answer, hence, they are often identified as low-level and knowledge questions.  DIVERGENT QUESTIONS – are often open- minded and usually have many appropriate , different answers. Starting a “RIGHT” answer is not always most important, rather it is how the students arrive at their answer.
  •  It can also be formulated to demand the selection of relevant concepts and the solution of problems dealing with steps and structures.  It can deal with logic and complex data, abstract ideas, analogies, and multiple relationships.  It can also be used when students work on and attempt to solve difficult exercises in math and science, especially dealing with analysis of equations and word problems.
  •  It is associated with high level thinking processes and can encourage creative thinking and discovery learning.  Divergent questions starts with how and why. They require more flexibility on the part of the teacher.  For students, divergent questions require the ability to cope with not being sure about being right and not always getting approval from the teacher.  There is more opportunity for students to exchange ideas and differing opinions.
  •  Is a process in which students explore their feelings and attitudes, analyze their experiences, and express their ideas.  The emphasis is on the personal development of the learner through clarifying attitudes and aspirations and making choices.  A teacher can stimulate valuing through probing questions.
  • 1. Choosing Freely 2. Choosing from Alternatives 3. Choosing after considering the consequences of each alternative 4. Prizing and Cherishing 5. Affirming the choice to others. 6. Acting upon choices 7. Repeating
  • EXAMPLE:  What made you forego your first real ambition in life?  How long did it take you to decide to abandon your career for good?  What would you have done had not better opportunity come your way?
  • EXAMPLE:  What other options did you consider before making your final choice?  How long did it take you to decide which way to go?  Was it tough decision to make? What made you join the Liberal Party?
  • EXAMPLE:  What possible consequences will your actions bring?  Have you given this thing a serious thought?  I guess you wanted to say…. (Interpret Statement)
  • EXAMPLE:  Are you sorry for having missed the chance to see them off?  How long have you cherished that thought?  Why does it matter so much to you and to your family?
  • EXAMPLE:  Would you explain why you felt bad about the politicians’ dirty tactics?  Would you consider running for an important position in the government?  Are you saying that male chauvinism is a thing of the past?
  • EXAMPLE:  You have been very vocal about your choice. Is there still anything you want done?  What are your priorities?  Are you willing to invest your fortune despite the consequences?
  • EXAMPLE:  Have you been trying hard to have the resolution signed?  How often do you travel?  What are your plans for doing more of it?
  • BLOOM’S TAXONOMY
  •  Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery-learning.  He also directed a research team which conducted a major investigation into the development of exceptional talent whose results are relevant to the question of eminence, exceptional achievement, and greatness.
  •  Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text,  Bloom's Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981
  •  KNOWLEDGE  COMPREHENSION  APPLICATION  ANALYSIS  SYNTHESIS  EVALUATION
  •  The first level of taxonomy, knowledge, requires the student to recognize or recall information.  The student is not asked to manipulate information, but merely to remember it just as it was learned.  To answer a question on the knowledge level, the student must simply remember facts, observations, and definitions that have been learned previously.
  •  Who was the last President of the Commonwealth?  The First President of the Third Philippine Republic is?
  •  DEFINE - Who?  RECALL - What?  RECOGNIZE - Where?  REMEMBER - When?
  •  Questions in this level require the student to demonstrate that he has sufficient understanding to organize and arrange material mentally.  The student must select those facts that are pertinent to answering the question.  In order to answer the comprehension level question, the student must demonstrate personal grasp of the material by being able to rephrase it, to give a description in his own words, and to use it in making comparisons.
  •  Comprehension questions ask students to interpret and translate material that is presented on charts, graphs, tables and cartoons. 1. What does the figure in the Bar Graph imply?
  •  DESCRIBE - Rephrase  COMPARE - Use your own words  CONTRAST - Explain the main idea
  •  A question that asks a student to apply previously learned information in order to reach an answer to a problem is at the application level of taxonomy.  Application questions require students to apply a rule or process to a problem and thereby determine the single right answer to that problem.
  •  In Science, Answer a specific question by applying the scientific method of study.  In Mathematics, application questions are quite common: f X-2 and Y-5, Then, X2 – 2y = 7
  •  APPLY - Write an example  CLASSIFY - Solve  USE - How many?  CHOOSE - Which?  EMPLOY - What is?
  •  Analysis questions are higher level questions that require students to think critically.  In-depth analysis questions ask students to engage in three kinds of cognitive process. 1. To identify the motives, reasons, and/or causes for a specific occurrence 2. To consider and analyze available information in order to reach conclusion, an inference, or a generalization based on this information. 3. To analyze conclusion, inference or generalization to find evidence to support or refute it.
  • EXAMPLES:  Why has the peso slumped down to an all- time low?  Why are the students vehemently against the commercialization of the campus?
  • EXAMPLES:  How do you appraise the Philippines chance in its claims over the Spratly’s  After studying the history of Spain, what do you think caused her downfall in the 17th century?  Look for the symbols the author used in the poem. What do you think he wanted the knife to symbolize?
  • EXAMPLES:  What information can you use to support the contention that teaching is both a science and an art?  What evidence can you cite to support the statement that literature is a life? - These questions cannot be answered quickly or without careful thought. The fact that several answers are possible and that sufficient time is needed to answer them is an indication that analysis questions are higher order ones.
  •  Indentify motives or cause - Draw Conclusion  Determine Evidences - Support  Analyze - Why
  •  Synthesis questions are higher order questions that ask students to perform original and creative thinking.  These kinds of questions require students to: 1. Produce original communications 2. Make Predictions 3. Solve Problems  Although application questions also require students to solve problems, synthesis questions differ in that they do not require a single correct answer, but instead, allow a variety of creative answers.
  • EXAMPLES:  Construct a collage of pictures and words that represent your values and feelings.  Write your impressions of the recently concluded Olympics  Comment on the Filipino Value system
  • EXAMPLES:  What would make the Philippines be like if we had chosen statehood?  Would life have been different if you chose not to marry?
  • EXAMPLES:  How can one feel the magic of love if he has never fallen in love?  How can the government combat the spread of the HIV virus?
  •  PREDICT - Construct  PRODUCE - How can we improve?  WRITE - What would happen if?  DESIGN - Can you devise?  DEVELOP - How can we solve?
  •  The last level of Bloom’s Taxonomy. It is like synthesis and analysis, it is a higher order mental process.  This questions do not have a single correct answer. They require the student to judge the merit of an idea, a solution to a problem, or an aesthetic word. They may also ask the student to offer an opinion on an issue.
  •  Do you think there is a problem in being fat?  Should you allow minors to watch porno films?  Which meat recipe do you like best?  Is having a woman president a sure guarantee to a better life?
  •  JUDGE - Give your opinion  ARGUE - Which is the better picture  DECIDE - Do you agree?  EVALUATE - Would it be better  ASSESS
  • Thank You!!!! END OF PRESENTATION