The Art of Questioning

1. THE ART OF
QUESTIONING

2. How do you define question?

3. a QUESTION is any
sentence which has
interrogative form or
function.

4. Good questioning is
an excellent aid to
teaching that is hardly
utilized to the fullest
extent. The quality of
teachers’ questions
affects the quality of
thinking in the
classroom.

5. PURPOSES
OF
QUESTIONING

6. Why do teachers ask questions?
• to interest, engage and challenge the learners.
• to check on prior knowledge
• to stimulate recall and use of existing knowledge
and experience in order to create new
understanding and meaning;
• to focus thinking on key concepts and issues:
• to extend learners’ thinking from the concrete and
factual to analytical and evaluative;

7. Why do teachers ask questions?
• to lead learners to a planned sequence which
progressively establishes key understandings.
• to promote reasoning, problem solving evaluation
and the formulation of hypotheses.
• to promote learners’ thinking about the way they
have learned;
• to develop critical thinking skills and inquiring
attitudes and reinforce student understanding:
• to provide feedback and enliven classroom
discussion;

8. Why do teachers ask questions?
• to nurture insights by exposing new relationships;
• to assess achievement of instructional goals and
objectives;
• to stimulate students to pursue knowledge on their
own:

9. The purposes of asking a good
questions are generally
pursued in the context of
classroom recitation, defined
as a series of teacher
questions, each drawing out a
student response and
sometimes a teacher reaction
to that response.

10. PRINCIPLES OF
QUESTIONING

11. • Distribute questions so that all, including
non volunteers are involved.
• Balance factual and thought provoking
questions.
• Ask both simple and challenging questions
so that the poorer students may participate
and the brighter students may be extended.

12. • Encourage lengthy responses and
sustained answers.
• Stimulate critical thinking.
• Use the overhead technique.
Question--Pause--Name

13. • Ensure audibility, then refuse to repeat the
questions and answers.
• If a student ask a question, don’t answer it
until you’ve asked the class, “How would
you answer that question?”.
• Personalized questions.
• Suggest partnership by inquiring.

14. LEVELS OF
QUESTIONING

16. TYPES OF
QUESTIONS

17. FACTUAL QUESTIONS
used to get
information from the
students and often
test rote memory.

18. CLARIFICATION
QUESTIONS
intend to provide
clarity to both
students and teachers

19. BROADENING OR
EXTENSION QUESTIONS
enlarge the existing
theme, explore
implications if the
response and can be
useful in opening up
further possibilities.

20. JUSTIFYING
QUESTIONS
probe for
assumptions and
explore reasons for
particular answers

21. HYPOTHETICAL
QUESTIONS
used to explore students’
understanding of complex
situations beyond the
scope of a particular
encounter by creating
hypothetical scenarios.

22. QUESTIONS ABOUT
QUESTIONS
allow the students to
verbalize their reasoning
and understanding of the
events leading to their
own questions.

23. REDIRECTED
QUESTIONS
generate a wide variety
of response and allow
the students to evaluate
each others
contributions.

24. QUESTIONING
STRATEGIES AND
TECHNIQUES

27. CRITIQUING
QUESTIONING
TECHNIQUES

28. PROCEDURE:
1. To assess the types of questions asked, a video or
audio tape recording of a class needs to be made.
2. As soon as possible after the class is over; watch
and/or listen to the recording and choose a ten
minute segment for analysis.
3. Write down in its entirely each question that you ask
during this ten minute segment.

29. PROCEDURE:
4. As you go over these questions consider the following;
a. what effects might your phrasing have had on the
students’ thinking about question?
b. How could you improve the wordings of
these questions?

30. PROCEDURE:
5. Focus your attention on the amount and
complexity of thinking required for your students
to respond to each question.
6. Classify your questions using the Bloom’s
Taxonomy categories.
7. Do the type of analysis periodically throughout
the year to assess your progress.

31. EDUCATIONAL IMPLICATIONS:
•This approach will help the students
learn how to listen.
•It will provide feedback on how
successful the lesson was in
stimulating their thought process.

32. EDUCATIONAL IMPLICATIONS:
•The students will reflect on their
learning through higher level thinking
processes such as analysis, synthesis,
comparison or summation.

33. EDUCATIONAL IMPLICATIONS:
•Students are more likely to remember
what they have learned when they
explore the implications of their
learning.

34. ACTIVITY

35. MECHANICS;
Select a particular topic or issue and write down at
least 6 questions that could be formulated out from
the chosen topic. See to it that the questions are
relevant to the needs and interest of the students.
Criteria:
Content 3 points
Clarity of the question 1 point
Relevance to the students’ needs 1 point
________
5 pts/each

36. RACQUEL S. MARTIN
DISCUSSANT