The document provides an outline for a presentation on questioning. It discusses defining questioning, types of questions including open, closed, specific, probing, hypothetical, and reflective questions. The importance of questioning in teaching and learning is explained as a way to encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate students' questioning skills, review and re-teach, and assess teaching and learning. Effective questioning techniques include encouraging student questions, considering all questions, using "APPLE" which stands for Ask, Pause, Pounce, Listen, and Echo, and keeping questions clear, thought-provoking, and properly directed. The document also differentiates between good questions that are clearly stated using common

1. Presentation on Questioning
BY
PDT JAVED IQBAL EDIP PROJECT
FUNDED BY AUS AID

2. Outline
 Objectives
 Definition of Question
 Types of questions
 Importance of questioning in teaching and learning
 Effective Questioning strategies
 Good and bad questions

3. Objectives
 By the end of this session C.Ps will be able to:
2. Define questioning.
3. Discuss types and importance of questioning in
teaching and learning.
4. Share the strategies for asking effective
questioning.
5. Differentiate between good and bad questions.

4. What is question?
 An expression of inquiry that invites or calls for a
reply.
 An interrogative sentence, phrase, or gesture
 A written or verbal tool which stimulates and learner
towards a topic.

5. Types of questions
 Open questions
 Such type of questions often begin with What, Why, When, Who
 Sometimes they are statements: “tell me about”, “give me examples of”.
 They can provide you with a good deal of information.
 • Closed questions
 These are questions that require a yes or no answer and are useful for
checking facts. They should be used with care.
 • Specific questions
 These are used to determine facts. For example “How much did you spend
on that”
 Probing questions
 These check for more detail or clarification. Probing questions allow you to
explore specific areas. However be careful because they can easily make
people feel they are being interrogated

6. Cont…
 • Hypothetical questions
 These pose a theoretical situation in the future. For example,
“What would you do if…?’ These can be used to get others to
think of new situations. They can also be used in interviews to
find out how people might cope with new situations.
 • Reflective questions
 Reflective questions help students to reflect on their own or
other’s practices. Reflect on your learning styles?
 • Leading questions.
 These are used to gain acceptance of your view – they are not
useful in providing honest views and opinions. If you say to
someone ‘you will be able to cope, won’t you?’ they may not like
to disagree
(Fs/esd/QMPAS )

7. Importance of questioning

8. Cont…
• Learn from yesterday, live for today, hope for tomorrow.
The important thing is not to stop questioning.
Albert Einstein
• The important thing is not to stop questioning. Curiosity
has its own reason for existing. Albert Einstein
 The key to wisdom is this - constant and frequent
questioning, for by doubting we are led to question and
by questioning we arrive at the truth. Peter Abelard
 “you can tell whether a man is clever by his answers. You
can tell whether a man is wise by his questions.”(Mahfauz,
the Egyptian Nobel Laureate)
 Instructors will perform with excellence if they employ
effective questioning techniques”
 Bob Powers (1992)

9. Importance of questioning in teaching and
learning
 Encourage discussion
 Arouse interest
 Maintain learning
 Summarize major points
 Reinforce learning
 Stimulates students’ questioning skills
 Review and Re teach
 Assess the teaching
 Assess students learning

10. Characteristics of good questions
 Clearly stated
 Common vocabulary
 Thought provoking
 Properly directed
 Remember PPP of questions Pose, Pause and Ponce

11. Effective Questioning Techniques
 Encourage students to ask questions at any time.
 Give adequate consideration to all questions--never evade a
question.
 Use “APPLE”.
 Scatter questions over the entire class
 Pose questions within the ability of the student to whom the
question is addressed.
 Ask questions of the inattentive.
 Require students to give complete answers.
 Have students speak loudly so that all may hear.
 Use correct grammar and terminology.
 Keep questions on the subject.
 Write questions in your lesson plan.

12. Good and Bad Questions
Original question What’s wrong with this Alternatives to this question
question
“Many people feel that, in this It’s too long. Should really be several
day and age, children have too It’s leading (steering participant questions, e.g.
many freedoms, have too much to answer in a certain way). “Do children have too much
money and are not subject to It’s double-barrelled (asks freedom to do as they please?”
sufficient discipline to make several questions in one). “Do children have too much
them respectful to others. To money?”
what extent would you agree “Do adults discipline children
with this?” enough?”
“Is dinner-time a period when It’s ambiguous (depending on Clarify actual time of day and
you are not at your most alert?” where you grew up and how remove the negative, e.g.
your family ate, dinner-time “Do you feel less alert at certain
may mean midday or evening). times of the day?”
It’s confusing (because it is “Do you feel less alert around
phrased negatively) midday?”

13. Thank You
Now it is your turn