2. At the end of this Module, the learners should
be able to:
• List at least six principles of good
questioning;
• Define the six levels of cognitive thinking
according to bloom;
• Write at least three questions at each of the
level of questioning under the Bloom’s
Classification System;
• Justify the categorization of each question
developed in the specific level.
3. Good questioning is an excellent aid to
teaching that is hardly utilized to the fullest
extent. Each challenges the higher order
reasoning; it is a determinant of a teaching
and learning outcomes
The quality of the teachers questions affects
the quality of thinking in the classroom .low
order questions, mostly in the lower levels of
Bloom’s taxonomy particularly, knowledge
and comprehension - are the most common
teachers use.
4. 1. to interest engage and challenge the
learners;
2. To check on prior knowledge;
3. To stimulate recall and use of existing
knowledge and experience in order to
create new understanding and meaning;
4. To focus thinking on key concept and
issues;
5. To extend learners thinking from the
concrete and factual to the analitical and
evaluative;
5. 6. To lead learners true planed sequence which
progressively establishes key understanding;
7. To promote reasoning, problem solving,
evaluation and the formulation of hypothesis
8. To promote learners thinking about the way
have learned;
9. Develop critical thinking skills and inquiring
attitudes and reinforce student
understanding;
10. Provide feedback and enliven classroom
dicussion;
6. 1. Distribute questions so that all, including
none volunteers, involved.
2. Balance factual and through – provoking
questions.
3. Encourage lengthy responses and sustained
answer.
4. Stimulate critical thinking by asking.
5. Use the overhead technique.
8. SYNTHESIS AND CREATING- Requires the
students to find a solution to a problem
through the use of original creative thinking.
EVALUATION- Requires the students to make
an assessment of good or not so good
according to the some standards.
APPLICATION- Requires the students solve or
explain a problem by applying what he or she
has learn to other situation and learning task.
9. COMPREHENTION- Requires the student to
think on low level such that the knowledge ca
be produce or communicated without
verbatim repetition.
KNOWLEDGE- Requires that the student
recognize or recall information.
10. 1. Factual questions- are used to get
information from the students and often
test rote memory.
2. Clarification question- intend to provide
clarity to both students and teachers.
3. Broadening or extension question- Enlarge
the existing theme explore implications of
the response and can be useful in opening
up further possibilities.
11. 4. Justifying questions- Probe the assumption and
explore reason for particular answers.
5. Hypothetical questioning- are used to explore
students understanding of complex situations
beyond the scope of particular encounter by
creating hypothetical scenarios.
6. Questions about questions- probe for reasons
for the questions that student ask teachers.
7. Redirected questions- address the same
question to several students and distribute
responsibility.
12. 1. Create a classroom culture often a dialogue.
2. Use both preplanned and emerging
questions.
3. Select an appropriate level of questioning
base on the students needs.
4. Avoid tricky questions that require only a
Yes or No answer.
5. Phrase questions carefully, concisely, and
clearly.
13. 6. Address question to the group or to
individuals, randomly.
7. Use sufficient wait time.
8. Respond to answers given by students.
9. Deliberately frame questions to promote
students interest.
10. Use questions to identify learning
objectives for follow-up self-study.
14. 1. List at lest six principles of questioning.
2. Write three questions under each of the six
levels of Bloom’s taxonomy of cognitive
domain.
3. Analyze the questions you wrote in #2 by
filling up the chart bellow.
make a chart with three columns: label the
first column as QUESTIONS, the second
CATEGORY, and the third as JUSTIFICATION.
Analyze the questions you wrote in #2 by
filling up the chart you made.
15. QUESTIONS CATEGORY
(Level of question)
JUSTIFICATION
(reason for the
category chosen in the
column 2)
