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Art of Questioning
 

Art of Questioning

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Mary Queen T. Bernardo

Mary Queen T. Bernardo

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  • © PMB 2007 Before we begin, I’d like everyone to take a moment and think about your own classroom’s environment and atmosphere. How would you respond to these questions: Do you ask pupils to come up with their own ideas and to think aloud? Do you encourage your pupils to explain their reasons for their answers? Do they get the opportunity to ask their own questions? Is it okay to give a ‘wrong’ answer in your classroom? Is everybody’s opinion valued by everyone?
  • © PMB 2007 Before we begin, I’d like everyone to take a moment and think about your own classroom’s environment and atmosphere. How would you respond to these questions: Do you ask pupils to come up with their own ideas and to think aloud? Do you encourage your pupils to explain their reasons for their answers? Do they get the opportunity to ask their own questions? Is it okay to give a ‘wrong’ answer in your classroom? Is everybody’s opinion valued by everyone?
  • © PMB 2007 Research indicates that these are the most common reasons for asking questions; some are more conducive to learning than others. How do they compare with our list? When you look at the reasons that focus on the learning, you find that these can be simplified into three main purposes. These form the focus of effective questioning. They are…. (Go to the next slide.)

Art of Questioning Art of Questioning Presentation Transcript

  • Even in today's modern educational practices, the art of questioning has remained one of the best tools in promoting effective learning.  In fact, questioning continues to be an essential component of good teaching.  There are even some people who believe that the effectiveness of a teacher can be measured by his ability to ask good questions.  And yet far too many teachers take this teaching tool for granted, or use it carelessly. Skillful questioning involves:  knowledge of the various uses of the question  the characteristics of a good question  the techniques of questioning  and the techniques of handling the learners' responses
  • © PMB 2007 • It often takes many years of classroom experience, professional reading, and self-evaluation for a teacher to be a proficient questioner.  All the while, the teacher must make a constant and persistent effort to improve his questioning ability and technique (Dalao, 2007) . • Teachers spent approximately 80% of the school day asking questions (Leven and Long, 1981) • Typical teacher asks between 300-400 questions per day
  • © PMB 2007 Some Starter Questions • Do you ask pupils to come up with their own ideas and to think aloud? • Do you encourage your pupils to explain their reasons for their answers? • Do they get the opportunity to ask their own questions? • Is it okay to give a ‘wrong’ answer in your classroom? • Is everybody’s opinion valued by everyone?
  • It is important for a teacher to always think of his or her intentions for tossing questions in the class
  • © PMB 2007 • To manage and organise pupils’ behaviour • To find out what pupils know • To stimulate interest in a new topic • To focus on an issue or topic • To structure a task for maximum learning • To identify, diagnose difficulties or blocks to learning • To stimulate pupils to ask questions • To give pupils opportunity to assimilate, reflect and learn through discussion
  • • Effective questioning performs three key functions: - to identify the present level of understanding; - to extend and deepen learning; and - to inform future planning.