The document discusses effective questioning techniques for eliciting student responses and engagement. It covers: - The importance of questioning in the learning process. - Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions. - Bloom's Taxonomy of questioning which progresses from lower to higher order thinking. - Examples are provided of different levels of questions.

1. Presented by: M. EVANGELISTA

2.  Ability to deliver a
valuable yet difficult
query into a simple form
of sentence which are
easy to understood by
the respondent in order
for him/her to answer
the question effectively
and efficiently.

3.  The learning process and effective instruction
are both anchored on the art of questioning.
 It is the skillful questioning that can elicit the
correct response from students.
 When questions are defective they cease to
make students think, their thoughts are
muddled and they do not feel challenged at all.

4. 1. Arouse their curiosity
2. Stimulate their imagination
3. Motive them to engage in the lesson
and the particular learning experiences
that form part of the learning tasks.

5.  Effective questioning necessitates an orderly
sequencing according to the thinking process
which means questions starts from the LOW to
HIGH level so that students are able to respond
thereby contributing to the quality of classroom
discussion

6.  LOW LEVEL QUESTIONS – emphasizes memory
and simple recall of information. Usually such
questions focus on facts and details. These questions
usually start with WHO, WHAT, WHEN, AND WHERE.
 HIGH LEVEL QUESTIONS – type of questions that
go beyond simple recall and factual information
(HOTS) Highest Order Thinking Skills.

7.  CONVERGENT QUESTIONS – Tend to have one
correct or best answer, hence, they are often
identified as low-level and knowledge questions.
 DIVERGENT QUESTIONS – are often open-
minded and usually have many appropriate ,
different answers. Starting a “RIGHT” answer is
not always most important, rather it is how the
students arrive at their answer.

8.  It can also be formulated to demand the selection of
relevant concepts and the solution of problems dealing
with steps and structures.
 It can deal with logic and complex data, abstract ideas,
analogies, and multiple relationships.
 It can also be used when students work on and attempt
to solve difficult exercises in math and science,
especially dealing with analysis of equations and word
problems.

9.  It is associated with high level thinking processes and
can encourage creative thinking and discovery
learning.
 Divergent questions starts with how and why. They
require more flexibility on the part of the teacher.
 For students, divergent questions require the ability to
cope with not being sure about being right and not
always getting approval from the teacher.
 There is more opportunity for students to exchange
ideas and differing opinions.

10.  Is a process in which students explore their
feelings and attitudes, analyze their experiences,
and express their ideas.
 The emphasis is on the personal development of
the learner through clarifying attitudes and
aspirations and making choices.
 A teacher can stimulate valuing through probing
questions.

11. 1. Choosing Freely
2. Choosing from Alternatives
3. Choosing after considering the consequences
of each alternative
4. Prizing and Cherishing
5. Affirming the choice to others.
6. Acting upon choices
7. Repeating

12. EXAMPLE:
 What made you forego your first real ambition in
life?
 How long did it take you to decide to abandon
your career for good?
 What would you have done had not better
opportunity come your way?

13. EXAMPLE:
 What other options did you consider before making
your final choice?
 How long did it take you to decide which way to go?
 Was it tough decision to make? What made you join
the Liberal Party?

14. EXAMPLE:
 What possible consequences will your actions
bring?
 Have you given this thing a serious thought?
 I guess you wanted to say…. (Interpret Statement)

15. EXAMPLE:
 Are you sorry for having missed the chance
to see them off?
 How long have you cherished that thought?
 Why does it matter so much to you and to
your family?

16. EXAMPLE:
 Would you explain why you felt bad about the
politicians’ dirty tactics?
 Would you consider running for an important
position in the government?
 Are you saying that male chauvinism is a thing
of the past?

17. EXAMPLE:
 You have been very vocal about your choice. Is
there still anything you want done?
 What are your priorities?
 Are you willing to invest your fortune despite
the consequences?

18. EXAMPLE:
 Have you been trying hard to have the
resolution signed?
 How often do you travel?
 What are your plans for doing more of it?

19. BLOOM’S TAXONOMY

20.  Benjamin Samuel Bloom (February
21, 1913 – September 13, 1999) was
an American educational
psychologist who made
contributions to the classification of
educational objectives and to the
theory of mastery-learning.
 He also directed a research team
which conducted a major
investigation into the development of
exceptional talent whose results are
relevant to the question of
eminence, exceptional achievement,
and greatness.

21.  Bloom's Taxonomy is a classification of learning
objectives within education proposed in 1956 by a
committee of educators chaired by Benjamin Bloom who
also edited the first volume of the standard text,
 Bloom's Taxonomy is considered to be a foundational and
essential element within the education community as
evidenced in the 1981 survey Significant writings that have
influenced the curriculum: 1906-1981

22.  KNOWLEDGE
 COMPREHENSION
 APPLICATION
 ANALYSIS
 SYNTHESIS
 EVALUATION

23.  The first level of taxonomy, knowledge, requires the
student to recognize or recall information.
 The student is not asked to manipulate information,
but merely to remember it just as it was learned.
 To answer a question on the knowledge level, the
student must simply remember facts, observations,
and definitions that have been learned previously.

24.  Who was the last President of the
Commonwealth?
 The First President of the Third Philippine
Republic is?

25.  DEFINE - Who?
 RECALL - What?
 RECOGNIZE - Where?
 REMEMBER - When?

26.  Questions in this level require the student to
demonstrate that he has sufficient understanding to
organize and arrange material mentally.
 The student must select those facts that are pertinent to
answering the question.
 In order to answer the comprehension level question, the
student must demonstrate personal grasp of the
material by being able to rephrase it, to give a
description in his own words, and to use it in making
comparisons.

27.  Comprehension questions ask students to
interpret and translate material that is
presented on charts, graphs, tables and
cartoons.
1. What does the figure in the Bar Graph
imply?

28.  DESCRIBE - Rephrase
 COMPARE - Use your own words
 CONTRAST - Explain the main idea

29.  A question that asks a student to apply
previously learned information in order to reach
an answer to a problem is at the application
level of taxonomy.
 Application questions require students to apply a
rule or process to a problem and thereby
determine the single right answer to that
problem.

30.  In Science, Answer a specific question by
applying the scientific method of study.
 In Mathematics, application questions are
quite common:
f X-2 and Y-5,
Then, X2 – 2y = 7

31.  APPLY - Write an example
 CLASSIFY - Solve
 USE - How many?
 CHOOSE - Which?
 EMPLOY - What is?

32.  Analysis questions are higher level questions that require
students to think critically.
 In-depth analysis questions ask students to engage in
three kinds of cognitive process.
1. To identify the motives, reasons, and/or causes for a
specific occurrence
2. To consider and analyze available information in order
to reach conclusion, an inference, or a generalization
based on this information.
3. To analyze conclusion, inference or generalization to
find evidence to support or refute it.

33. EXAMPLES:
 Why has the peso slumped down to an all-
time low?
 Why are the students vehemently against
the commercialization of the campus?

34. EXAMPLES:
 How do you appraise the Philippines chance in its
claims over the Spratly’s
 After studying the history of Spain, what do you
think caused her downfall in the 17th century?
 Look for the symbols the author used in the poem.
What do you think he wanted the knife to
symbolize?

35. EXAMPLES:
 What information can you use to support the
contention that teaching is both a science and an
art?
 What evidence can you cite to support the
statement that literature is a life?
- These questions cannot be answered quickly or without
careful thought. The fact that several answers are possible and that
sufficient time is needed to answer them is an indication that
analysis questions are higher order ones.

36.  Indentify motives or cause - Draw Conclusion
 Determine Evidences - Support
 Analyze - Why

37.  Synthesis questions are higher order questions that
ask students to perform original and creative thinking.
 These kinds of questions require students to:
1. Produce original communications
2. Make Predictions
3. Solve Problems
 Although application questions also require students to
solve problems, synthesis questions differ in that they
do not require a single correct answer, but instead,
allow a variety of creative answers.

38. EXAMPLES:
 Construct a collage of pictures and words that
represent your values and feelings.
 Write your impressions of the recently
concluded Olympics
 Comment on the Filipino Value system

39. EXAMPLES:
 What would make the Philippines be like if
we had chosen statehood?
 Would life have been different if you chose
not to marry?

40. EXAMPLES:
 How can one feel the magic of love if he has
never fallen in love?
 How can the government combat the spread
of the HIV virus?

41.  PREDICT - Construct
 PRODUCE - How can we improve?
 WRITE - What would happen if?
 DESIGN - Can you devise?
 DEVELOP - How can we solve?

42.  The last level of Bloom’s Taxonomy. It is like
synthesis and analysis, it is a higher order
mental process.
 This questions do not have a single correct
answer. They require the student to judge the
merit of an idea, a solution to a problem, or an
aesthetic word. They may also ask the student to
offer an opinion on an issue.

43.  Do you think there is a problem in being fat?
 Should you allow minors to watch porno films?
 Which meat recipe do you like best?
 Is having a woman president a sure guarantee to
a better life?

44.  JUDGE - Give your opinion
 ARGUE - Which is the better picture
 DECIDE - Do you agree?
 EVALUATE - Would it be better
 ASSESS

45. Thank You!!!!
END OF PRESENTATION