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1. Ma. Martha Manette A. Madrid, Ed.D.
Professor
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
martzmonette@yahoo.com

2. To question well is to teach well.
In the skillful use of questions,
more than anything else,
lies the fine art of teaching.
- Earnst Sachs

3. Questioning:
 A very simple and effective teaching strategy
that can be applied to almost any situation.
 The heart and soul of training--the most
widely used instructional strategy to
facilitate learning.
 The essence of effective teaching because
of the numerous purposes it serves, such as
motivating learners intrinsically, assessing
knowledge and skills, and reviewing content.

4. 1. Factual Questions:
 Soliciting reasonably simple, straight
forward answers based on obvious facts or
awareness. These are usually at the lowest
level of cognitive or affective processes and
answers are frequently either right or wrong.
 Used to get information from the students
and often test rote memory.
 Example:
 a. What is the title of the play about the Prince of
Denmark?
 b. Which are the materials that conduct electricity?
 c. What time did you expose the plant to direct
sunlight?

5. 2. Clarifying Questions:
 Intend to provide clarity to both students and
teachers. Such questions have important
clueing effects and help students to revisit
their earlier statements with alternative
perspectives.
 Used to get information from the students
and often test rote memory.
 Example: You mentioned possible thyroid
problem contributing to Anna‟s symptoms.
 a. What do you mean by „thyroid problem‟?
 b. Can you give us an example?

6. 3. Broadening or Extension Questions:
 Enlarge the existing theme, explore
implications of the response and can be
useful in opening
up further possibilities.
 Such questions can be used to assess
additional knowledge of the students.
 Example:
 Do you know of any other abnormality in Down
syndrome?

7. 4. Justifying Questions:
 Probe for assumptions and explore reasons.
 These questions require significant
comprehension and reasoning skills on the
part of the students.
◦ Example:
 What are your reasons for such a diagnosis?
 How did you compute for the mean, median and
mode?

8. 5. Hypothetical Questions:
 Often come in handy during the later part of
teacher-student interactions when the basic
facts and concepts are already established.
 Example
 a. Suppose Anna has a ventricular septum defect
and is taking diuretics to control her
symptoms, how would you revise and rearrange the
differential diagnosis of Anna‟s respiratory distress
?
 b. On reflecting over the entirety of the play
Hamlet, what were the main reasons why Ophelia
went mad?
 c. Why do wet clothes dry faster on a sunny day ?

9. 6. Questions About Questions:
 Probe for reasons for the question.
 This allows the students to verbalize their
reasoning and understanding of the events
leading to their own questions.
 Example
◦ You asked Anna‟s mother whether Anna is taking any
thyroid medications. Why did you ask that particular
question? What are you thinking of?”

10. 7. Redirecting Questions:
 Address the same question to several
students and distribute responsibility. The
benefits of such questions include generation
of a wider variety of responses and allowing
the students to evaluate each others‟
contributions.
 This technique shifts the focus from teacher-
student interactions to student-student
interactions.
 Example:
◦ How can you reach the town an hour earlier?

11. Questioning is an integral part of
teaching and learning. The teacher’s
questioning technique would depend on
the number of interactions that occur
during and immediately after a question
is asked.

12. 1. Ask the question.
2. Period of Silence.
3. Simplify the question.
4. Students answer.
5. Period of Silence
6. Discuss the answer.

13.  Provide sufficient wait time
-Wait time refers to the pause
needed by the teacher after
asking a question. This is the
time when he waits an answer.
Consider the level of difficulty of
the question, the type of
response required, the
knowledge the respondents
possess, and the intellectual
ability of the respondents.

14.  Know your style of questioning
- Request a colleague to critique
your own style as to: the kind of
questions asked, the amount of
wait time provided and the type
of responses required. Knowing
your errors in questioning would
make it easy to effect the
necessary changes. Too many
“what” questions will be avoided.

15.  Increase own repertoire of type of
questions
-Training in employing
divergent, high level and open-
ended questions improves one‟s
questioning technique. Fully
aware of the instructional
objectives set for a particular
lesson, a teacher would be able
to frame more interesting and
thought-provoking questions
rather than memory types.

16.  Consider the individual ability
and interests of the students.
- Select the brighter ones to
respond to high level
questions. An approving nod, a
smile or praise for an answer
given will encourage them to
volunteer own ideas.

17.  Ask some open-ended, not just “yes”
or “no” questions
◦ What actions might have been taken by the
Government before the country entered into all-
out war?”
 Ask divergent
questions (analyze, synthesize, evalu
ate a knowledge and then project
and predict an outcome)
◦ “What are some possible ways to solve the problems
of poverty ?”

18.  Promote discussions among
students.
 Answers to these types of questions
are usually within a very finite range
of acceptable accuracy.
 These may be at several different
levels of cognition --
comprehension, application, analysis
, or ones where the answerer makes
inferences or conjectures based on
personal awareness, or on material
read, presented or known.

19.  Ask provoking questions
 Require sophisticated levels of
cognitive and/or emotional
judgment.
 Students may be combining multiple
logical and/or affective thinking process,
or comparative frameworks.
• Why and how might the concept of
Piagetian schema be related to the
concepts presented in Jungian
personality theory, and why might this
be important to consider in teaching
and learning?

20.  Discourage inappropriate questions
 Good questions during teaching:
• Help students to participate
actively in lessons
•Provide an opportunity to
students to express their ideas
and thoughts
•Allow students to hear divergent
opinions from fellow students.

21. • When students to answer any question, ask
them the following:
•Is the question clear to you?
•Do you want me to rephrase the question?
•Which part of the question did you not
understand?
•Is the question too difficult for you?

22. The Art of Questioning:
Fostering Higher Levels of
Thinking in the Classroom

23.  Science is a subject that tends to lend itself to
questioning. Start each lesson with a question
written on the board. This provides the students
a purpose for learning. Spend time allowing the
students to discuss the question, and wonder
about the answer. Direct the students to ask
more questions that will lead to the answer of the
main question. Have the students decide how
they can go about answering the question. With
proper guidance, you will have the students
believing that they created the lesson
themselves.

24.  When teaching math, make an effort to question
students answers whether they are correct or
incorrect. Consider having the students start a
math journal, where they are allowed to write down
the questions they come up with, and make time
each week to discuss student questions. This will
allow students to feel like they are a part of the
learning process by directing your teaching
towards their interests. In addition, always respond
positively to student questions during your
lessons. Telling them that their question is
excellent and responding to it respectfully will
encourage more students to ask questions.

25.  Whenever reading with the students, ask questions. This is
the best way to encourage students to improve their
reading comprehension. When reading aloud to
students, pause frequently and ask questions about what
you are reading, what they think may be coming up
next, why the character said something, and about how
the character may be feeling.
 When the students are reading, have them keep a reading
journal where they can write down anything they think of
while they are reading. Students can write short comments
as they identify with the character, or write a short
memory that the story reminds them of. This ability to
connect with the text will help the students recall the
details of the story later.

26. Create
Evaluate
Analyze
Apply
Understand
Remember

27.  The learner is able to recall, restate and
remember learned information.
◦ Recognizing
◦ Listing
◦ Identifying
◦ Retrieving
◦ Naming
◦ Locating/finding
◦ Describing

28.  The learner grasps the meaning of
information by interpreting and translating
what has been learned.
◦ Interpreting
◦ Exemplifying
◦ Summarizing
◦ Inferring
◦ Paraphrasing
◦ Explaining
◦ Classifying

29.  The learner uses the information in a context
similar to or different from the one in which it
was learned.
◦ Implementing
◦ Carrying out
◦ Using
◦ Executing

30.  The learner dissects the information or
reduces it into its parts to better understand
it.
◦ Differentiating
◦ Comparing
◦ Organizing
◦ Deconstructing
◦ Outlining
◦ Establish relationships

31.  The learner exercises judgment based on an
in-depth assessment and criticism of or
reflection on the new information.
◦ Checking
◦ Critiquing
◦ Judging /justifying
◦ Testing
◦ Detecting
◦ Monitoring

32.  The learner crafts new ideas or
information, designs objects or concocts
products based on information previously
learned.
◦ Designing
◦ Constructing
◦ Planning
◦ Producing
◦ Inventing
◦ Devising