The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.

1. Discussants:Discussants:
Pauline AbordoPauline Abordo
Marian AlcalaMarian Alcala

3. Focus Question:
•For a highly interactive class, what are the
various types of questions asked?
•What are some questioning skills that teachers
should develop to generate interaction?
•How can a teacher improve his/her questioning
skills?
•What are some effective reacting techniques?

4. Introduction
A study was once conducted to find out how
teachers ask questions. This was observed in a
Grade 6 science class. A tape recorder was
hidden under the demonstration table. She
conducted a discussion of the lesson for forty
minutes. She was able to ask 29 questions, all
of which are of the “what type”. Maybe they
were all answered. They were simple recall. But
has the teacher helped develop the pupils
thinking skills?

5. The kind of questions we ask
determine the level of thinking we
develop. Low level questions demand
low level responses. They require
responses of the simple recall or
memory type of answers.
High level questions call for higher-coder
thinking ability. “Why” and “how”
questions require analysis of
observations. The conclusions is arrived
at after weighing evidence or
establishing a pattern out of a recorded
tabulation of data.

7. For Assessing Cognition
This type of question is used to determined
one’s knowledge in understanding. They promote
high level thinking. Divergent questions and
open-ended inquiries call for analysis and
evaluation.
For Verification
It determines the exactness or accuracy of the
result of an activity or performance.

8. For Creative Thinking
It probes into one’s originality.
For Evaluating
It elicit responses that include judgment, value
and choice. It also asks personal opinion about an
event, a policy or a person.

9. For Productive Thinking
It includes cognitive reasoning. It analyses
facts, recognizes patterns or trends and invokes
memory and recall.
For Motivating
Before discussing the lessons, a number of
questions about the topic can serve to arouse their
interest and focus attention. In attempts to put
students in the right mood.

10. For Instructing
The questions asks for useful information. It
directs, guides and advise on what and how to do
an activity.

16. Questioning
Skills
Class interaction is
dependent on your
questioning skills.
What skills should you
acquire to generate
interaction among your
student?

17. • 1. Varying type of question – ask convergent,
divergent and evaluating question. Convergent
questions Convergent questions have only one
acceptable correct answer. An example is “what is
the process of food manucfacture that takes place in
plant called?” Divergent question are open and may
have more than acceptable answer.
• 2. Asking non directing question - Pose the
question first, then call on a student to answer. Don’t
direct your question to just one students. Direct
the question to all.

18. • 3. Calling on non-volunteers – Don’t just call
on those who raise their hands.
• 4. Rephrasing - if you sense a question was not
understood, simplify it or ask it in another way.
• 5. Sequencing logically- it is asking related
questions one from simple to complex one after
another.
• 6. Requiring abstract thinking- This means going
beyond simple recall questions.

20. Providing sufficient wait time can achieve the
following:
*Motivates slow thinking students to
respond
*Improves the quality of the responses made
*Decreases the amount of guessing or
wrong
inferences
*Increases the number of correct responses’

21. • *Leads the teacher to vary her questions
• *Provides the time for the teachers to
evaluate the answers given.
• *Encourages the students to ask their
own questions. Give students enough
time to think about the
answers.

22. • 9. Assessing comprehension- ask
questions to test comprehension. Now and
then find out if your students are with
you.
10. Involving as many as possible-
distribute your questions to as many
students. Widen participation. Don’t
just call on students on students who raise
their hands. By their facial expressions,
you can sense who among your students
would like to recite.

23. How to improve
Questioning
Technique

24. • Know your own style of questioning
• Request a colleague to critique your
own style as to:
a.) kind of questions often asked,
b.) 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.

25. • Increase your own repertoire of type
questions. Training on employing
divergent, high level and open-ended
questions improves your questioning
technique. Fully aware of the
instructional objectives set for a
particular lesson, you would be able
to frame more interesting and
thought-provoking questions rather
than the memory type.

26. • Consider the individual abilities and
interest of the students. Experiencing
success in giving corrects answers
promotes a feeling of confidence among
them. 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.
• Spend time reflecting on the type of
questions you ask. Improve on them.

27. How To
Encourage
Question
from
Students

28. Children are by nature curious. They think
question about almost anything they see and hear
around them. They ask casual, intelligent and
even funny questions. Neil Postman said, “they
come to school as question marks” but
unfortunately “leave school as periods”.

29. The teacher’s reaction to
their inquisitiveness can
motivate or discourage them
from asking more question.
Some may give honest
answer, others may instantly
stop them from attempting to
ask more. How can we
encourage children to ask
question? Here are some tips:

30. 1) The teacher’s questioning technique
is the key in encouraging students
to ask correct, relevant and high
level question. Her question can
serve as a good examples.
2) Attend to their question. Avoid
dismissing irrelevant questions.
Assist in clarifying or refocusing in
order to solicit correct responses.

31. 3)Praise the correctly
formulated questions. It
develops confidence and
makes knowledge search easy
and satisfying.
4)Allot an appropriate time slot
for open questioning. This will
encourage the slow thinker to
participate freely.

32. ThankThank
You!You! 