This document discusses the art of questioning. It begins by stating that questioning is an art and activity of asking questions. The document then differentiates between low-inquiry and high-inquiry questions, with low-inquiry questions eliciting recall of known information and high-inquiry questions requiring more creative thinking. It also discusses Socratic questioning methods that use probing questions to explore students' underlying beliefs.

1. Art of
Questioning

2. Session Objectives
At the end of the session,
participants will be able
to recognize the importance
of art of questioning.
Terminal:

3. Session Objectives
1. Describe questioning as an art.
2. Determine ways of writing good questions.
3. Write appropriate questions.
Enabling:

4. What is an
ART?

5. ART
- skill acquired by experience, study, or observation
- a branch of learning:
- an occupation requiring knowledge or skill
- the conscious use of skill and creative imagination
especially in the production of aesthetic objects

6. TEACHING IS AN ART.

7. What is a
QUESTIONING?

8. It is the
ACTIVITY
or
PROCESS
of asking
QUESTIONS.

9. QUESTIONING IS AN
ART.

10. All teaching and learning lies in the art of questioning.
Questioning which is the basis of teaching task
encourages recalling , deepens the learning process
and comprehension , promotes the imagination and
problem-solving , satisfies the sense of curiosity , and
increases the creativity.
Reference: Zolfaghari, A. R., Fathi, D., & Hashemi, M. (2011, December 27). Role of creative questioning in the process of
learning and teaching. Procedia - Social and Behavioral Sciences. Retrieved May 18, 2022, from
https://www.sciencedirect.com/science/article/pii/S1877042811022294#:~:text=All%20teaching%20and%20learning%20lies,curiosity%
20%2C%20and%20increases%20the%20creativity%20.

11. Researches show that primary school teachers and students
usually ask one question every two minutes .This amount is
much lower in guidance school and high school. On the other
hand only about 8% of the questions are posed for
encouraging the students’ thinking and reflection. Creativity
which is the most sublime and exquisite gift of God to human
helps nations and cultures progress rapidly.
Source: Zolfaghari, A. R., Fathi, D., & Hashemi, M. (2011, December 27). Role of creative questioning in the process of learning
and teaching. Procedia - Social and Behavioral Sciences. Retrieved May 18, 2022, from
https://www.sciencedirect.com/science/article/pii/S1877042811022294#:~:text=All%20teaching%20and%20learning%20lies,curiosity%
20%2C%20and%20increases%20the%20creativity%20.

12. QUESTIONING
CATEGORIES

13. Low inquiry questions
These questions focus on previously learned
knowledge in order to answer questions posed by the
teacher which require the students to perform ONE of
the following tasks:
1. Elicit the meaning of a term.
2. Represent something by a word or a phrase.
3. Supply an example of something.

14. Low inquiry questions
4. Make statements of issues, steps in a procedure,
rules, conclusions, ideas and beliefs that have
previously been made.
5. Supply a summary or a review that was previously
said or provided.
6. Provide a specific, predictable answer to a question.

15. High inquiry questions
These questions focus on previously learned knowledge in
order to answer questions posed by the teacher which
require the students to perform ONE of the following tasks:
1. Rate some entity as to its value, dependability,
importance, or sufficiency with a defense of the rating.
2. Find similarities or differences in the qualities of two or
more entities utilizing criteria defined by the student.

16. High inquiry questions
3. Make a prediction that is the result of some stated
condition, state, operation, object, or substance.
4. Make inferences to account for the occurrence of
something (how or why it occurred).

17. Type of Question Learners’ responses Type of response Examples
Low inquiry
(convergent)
• Recall, memorize
•Describe in own
words
• Summarize
• Classify on basis
of known criteria
• Give an example
of something
Closed How many...
Define...
In your own
words...state
similarities and
differences...
What is the
evidence...?
What is an
example...?

18. Type of Question Learners’ responses Type of response Examples
High inquiry
(divergent)
• Create unique or
original design,
report, inference,
prediction
• Judge scientific
credibility
• Give an opinion
or state an attitude
• Make value
judgements about
issues
Open Design an
experiment...
What do you
predict...?
What do you think
about...?
Design a plan that
would solve...?
What evidence can
you cite to
support...?
Source: https://www.jackhassard.org/mos/8.3c.html

19. Go to
tinyurl.com/LowInquiryQuestion
tinyurl.com/HighInquiryQuestion

20. Socratic Method
Developed by the Greek philosopher, Socrates, the
Socratic Method is a dialogue between teacher and
students, instigated by the continual probing questions of
the teacher, in a concerted effort to explore the underlying
beliefs that shape the students views and opinions.
Source:
https://tilt.colostate.edu/TipsAndGuides/Tip/53#:~:text=What%20is%20the%20Socratic%20Method,the%20st
udents%20views%20and%20opinions.

21. I cannot teach anybody anything;
I can only make them think.
- Socrates