4. SEQUENCE
Objectives
Introduction & Rationale
Types of questions
Effective questions vs. Ineffective questions
Strategies for asking questions at pre middle
and post stages of the lesson
References
5. SMART Objectives
By the end of the lesson, participants will be able to:
• Identify different types of questions
• Describe importance of questioning in classroom
• Explain Strategies for pre, middle and post
assessment
• Prepare questions for all three stages
• Reflect on the strategies that help us to improve our
questioning skills
6. Question Words
• Who?
• What?
• When?
• Where?
• How?
• Why?
• What if?
• Person
• Thing
• Time
• Place
• Require thoughtful
more elaborate
answers.
9. Close Ended Questions
Start mostly with What, Where, Who, When, By whom, How
much
Can usually be answered in one or two words
Are easy to respond
Generally reduce confusion
Work well for recalling facts
Asked to challenge students memory
Asked to determine whether the student is getting the concept
Mostly deal with low order thinking reactions
Easy to compare
Asked to restrict the responses
Asked usually to move the lesson forward
10. Close Ended Questions
Include
Yes/No questions
Multiple choice questions
True / false
Fill in the blanks
Examples:
What time is dinner?
How much did the bag cost?
Who won the soccer game?
11. Open Ended Questions
Open Ended Questions are the questions which cannot
be answered in one or two words. They usually start
with How , why, Explain etc. They require the
respondent to elaborate the answer.
Used for qualitative analysis
Elicit higher level thinking
Prompt lengthier response
Students think, reflect, provide opinion, express
feelings, and take control of conversation
13. Funnel Question
Ask more and more
detail at
each level
Focus on point in
each
answer
Start
with
general
questions
14. Funnel Questions
Funnel questions are important because they are directional. They
require more detail. They are used to break the ice. They make the
respondent relaxed. They are asked to calm and relax the
atmosphere.
Two techniques are adopted while posing funnel questions
Funnel question starts from a particular point
Conversation may be narrowed by using close ended questions
Conversation may be broadened by using open ended questions
15. Example of Funnel Questions
What is break system?
How does it work?
Explain what is the basic principal behind
it.
OR
Define heat.
What is the effect of heat on substances?
Which phase of matter is affected more by
heat?
17. Probing Questions
Can be used to know how well your students get
the topic under discussion
Used to get deeper insight of thinking process
Probing questions can be asked by students to
ensure full understanding
Examples:
• What do you mean by that?
• Can you give me different answer?
• What might be the reason for this?
18. Leading Questions
They are designed to influence and guide the learner. They
contain subtle hints. These questions push respondent to
answer in a specific manner.
Framed in such a manner that they already contain
information
Intentionally framed
Example
How would you rate our new offer?
Excellent
Very good
Good
Average
19. Types of Questions
Close Ended
Questions
Open Ended
Questions
Funnel
Questions
Probing
Questions
Leading
Questions
What
When
Where
Who
Conversation
narrowed by
closed
questions
Conversation
broadened by
open
questions
How
Feeling
opinion
Why
Give
examples
Elaborate
Give
details
Are you
satisfied?
Is this
good
offer?
20. EFFECTIVE VS INEFFECTIVE Questions
Are meaningful to students
Are understandable
Challenge students but are not
too difficult. Depending on the
level of comprehension of a
topic, students may be able to
handle questions.
Move from easier questions
before difficult ones.
Are too vague. Students are unsure of what
is being asked and may refrain from
attempting to answer.
Are too loaded. Students may guess at what
the teacher wants them to say rather than
tell you what they think.
Are too mechanical. "Does everyone
understand?" "Any other questions?" Most
students will not reply and even if they do,
their answer is only a report of their own
assessment of their comprehension.
Are not purposeful. Yes/No questions or other
closed-ended questions can be useful for
drawing on previous knowledge to get
started on a new topic, but are dead ends for
discussions and deeper engagement.
21. Purpose of asking questions for Pre- Assessment
To develop interest
To arouse curiosity
To motivate students
To involve students actively in lesson
To evaluate students 'prior knowledge
22. PRE ASSESSMENT (Guidelines for Teachers)
Provides baseline for teaching
Begin your questioning with the easier one
Ask sequence of questions to move from known to unknown
Prepare your list of questions of all three stages pre, middle and post
Don't call the name of student first for posing question
If a student cannot understand the question, rephrase it.
You must have some questions related to the shared objectives to
measure the success of learning outcomes
Promote the culture of appreciation and praise in your class
Keep wait time to about 5 seconds for Low order Thinking Reactions
Extend wait time 5 to 10 seconds for Higher Order Thinking Reactions
23. Middle Assessment
Middle Assessment To check students understanding about the lesson in progress.
Middle assessment helps
to check students understanding
to gauge students interest
to build the lesson by using step by step approach
to review teaching strategy
to check the conceptual clarity of students
to assess how well students can define or describe the central idea
Acts as an ice breaker
to decide you what to focus on
to develop communication skills
to develop social skills
To develop critical thinking skill
To emphasize key points
To enhance problem solving ability
24. Middle Assessment (Guidelines for Teachers)
Prepare your list of questions
Ask factual questions about the lesson
Involve variety of students
Decide when and where middle assessment will occur
For difficult questions make students answer in pairs or groups
(think, pair and share)
Invite students to complete graphic organizers
Beware of dominating students in the class
Ask all students to write most difficult part/ point of lesson
Provide feedback to move learners forward
Promote culture of praise and appreciation
Believe that all students can learn and achieve success
25. Post Assessment
allows teacher to assess understanding of content covered
To nurture insights by exposing new relationships
To assess achievement of instructional goals and objects
To stimulate students to pursue knowledge on their own To
clarify concepts
To encourage students to think at higher cognitive levels
To ascertain students’ knowledge level to aid in modifying
instruction
26. Post Assessment(Guidelines for Teachers)
Post assessment activities should be aligned directly with the
learning outcomes
Refer back to objectives of the lesson
Encourage student for self-assessment
Review and summarize the lesson
Spend more time formulating higher level questions
27. Four Guiding questions
What are they ready to learn?
What do they need to practice?
What do they need to be re-taught?
29. Response to students (Guidelines for Teachers)
Listen to student’s question
Answer the question yourself
Redirect the question to the class
Encourage student-to-student interaction
Attempt to help student answer his own question
If you don’t know the answer ,NEVER FAKE AN ANSWER.
Admit that you cannot answer the question and then select
one of these strategies:
Ask whether someone in the class can answer the
question.
If possible, suggest a resource where the student can find
information
Volunteer to find answer yourself and report back to the
class.
30. Bloom’s Taxonomy - A guideline to ask questions
Skills to be developed
knowledge
Understanding
Applying
Analyzing
Evaluating
Creating
33. Topic: Respiration Class: IX Subject: Biology
Pre Assessment
Q1: Tell the names of some life processes.( Knowledge)
Q2: Which one is energy yielding process? Digestion or Respiration (Knowledge)
Q3: What is meant by breathing?(Understanding)
Q4: Are breathing and reparation two names of the same process ? (Understanding)
Middle Assessment
Q1: Define Respiration? Are breathing and respiration synonymous? If not, why?(Understanding)
Q2: What are the types of respiration? (Knowledge)
Q3: Explain Aerobic Respiration. (Understanding)
Q4: Classify Anaerobic respiration in its types. Prepare mind map for its importance. (Analysis)
Post Assessment
Q1: Define respiration. Write two differences by making Venn diagram. (Analysis)
Q2: Compare aerobic and anaerobic respiration by making T- chart. (Analysis)
Q3: Aerobic respiration is energetically favourable. Justify (Evaluation)
Q4: Summarize the importance of anaerobic respiration by preparing a mind map. (Create)
Extend your knowledge (Time to think/ search)
Q: Why do our muscles get fatigued?
34. Topic: Adverbs Class: VII Subject: English
Pre-Assessment
Q1. What is verb? (Knowledge)
Q2. What is adjective? ( Knowledge)
Q3. How does a tortoise walk in the given sentence; ( Application)
The tortoise walks slowly.
Middle -Assessment
Q1. Differentiate adjective and adverb.( Comprehension)
Q2. Modify given adjectives into adverbs; fast, brave, honest ( Application)
Q3. Underline adverbs and describe their kind. ( Create)
I. He will stay there.
II. Every soldier fought bravely.
III. When will you come?
IV. The kids noisily cheered the team.
Post -Assessment
Q1. Put adverbs in the right place. (Application)
I . We were lost in the street. (Nearly)
II. I hope to see you. (Soon)
Q2. Arrange adverbs of frequency and use them in sentences of your own. (Create)
Q3. Make a mind map for kinds of adverbs, what do they describe and their place in the
sentences. ( Evaluation)
35. References
MASTS III
TOPIC: Questioning in science classroom
ALP
Topic: Active Instructional and Assessment strategies
Subject Specific Pedagogies
Topic: Questioning Skills
Quality Teaching Methodologies
Topic: Student Centered Classroom Assessment
Teacher’s Lesson Planner