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Questioning made easy!


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  • 1. Questioning Made Easy! sharing by Wang Wei & Meow Ern 23 Feb 2010
  • 2. Learning Objectives :
    • To understand the basic principles of the 3-cycle questioning technique and how it can be applied in class to facilitate differentiated instruction for students of different learning abilities.
    • To understand the basic principles of the cognitive domain of Bloom’s Taxonomy and how it can be applied in questioning to develop students’ thinking skills.
  • 3. Reflect on own teaching: What kind of responses do you usually get when you pose questions to students during lesson? Why is that so?
  • 4. 3-Cycle Questioning Technique
    • Cycle 1:
    • Teacher: (question)
    • Student: (answer)
    • Cycle 2:
    • Teacher: (probe/guide for understanding)
    • Student: (answer)
    • Cycle 3:
    • Teacher: (question for critical/creative thinking)
    • Student: (answer)
  • 5. 3-Cycle Questioning Technique Cycle 1: Qn RESPONSE Cycle 2: Probe/Guide for understanding of qn or learning content Cycle 3: Further qn to develop higher order thinking skills Silence Wrong Ans Incomplete Right Ans
  • 6.
    • Video on a History Lesson
    • Based on the teacher’s questions and students’ responses shown in the video, reflect on the following questions:
    • What was the first question the teacher asked? Was it a lower or higher order thinking question?
    • At which questioning cycle was the class discussion focused on?
    • Why was that so?
  • 7. Cycle 2: Probe/Guide to understand QN or Learning Content (LC) Silence Wrong Ans Incomplete
    • 1. Can my students understand the question/LC?
    • Do I need to rephrase/simplify question?
    • Are there difficult/new terms used in the question that requires explanation?
    • Do the students even know the LC well?
    • 2. Guide the students to parts of the LC (word, phrase, sentence, paragraph, etc) to find the answer.
    • 3. Point out which part of the answer is incomplete. Hint at parts of the question/content (words, phrase, etc) that students should pay attention to for a complete answer.
    • 4. Get students to
  • 8.
    • Lower Order Thinking Questions
    • vs
    • Higher Order Thinking Questions
    Do we make a conscious effort to differentiate the level of questioning used?
  • 9. Bloom’s Taxonomy (Cognitive Domain) Anderson and Krathwohl (2001)
  • 10. Reflect in dept/subject areas:
    • Which levels of questions do you usually ask during lesson or set in worksheets?
    • - check agst your own lesson plans/worksheets
    • Which levels of questions are asked in the national exams?
    • - check agst the O/N level papers
  • 11. Discuss in dept/subject areas:
    • How do your decide whether to set higher/lower order thinking questions
      • during lesson;
      • in worksheets;
      • for test/exams?
  • 12. Considerations
    • There is no need to expose students to all levels of thinking for every lesson. There can be a specific focus for each lesson.
    • e.g. application
    • However, for the entire unit, there should be 1 lesson that exposes students in all levels of thinking.
  • 13. Suggestions for job assignment
    • 3-step questioning technique
    • Bloom’s taxonomy