The document discusses the teaching skill of probing by questioning, which involves asking various types of questions to engage students and enhance their critical thinking. Key components include prompting questions, clarification-seeking questions, redirected questions, refocusing questions, and those that foster critical awareness. Ultimately, this skill aims to improve classroom interaction, achieve instructional objectives, and support student understanding.

1. PROBING BY
QUESTIONING –
A TEACHING SKILL
By
PROF. SATISHPRAKASH S. SHUKLA
DEPARTMENT OF EDUCATION,
GUJARAT UNIVERSITY, NAVRANGPURA, AHMEDABAD - 380009

2. CONTENT
• SKILL- Meaning
• CHARACTERISTICS OF SKILL
• TEACHING SKILL – Meaning
• CHARACTERISTICS OF A TEACHING SKILL
• PROBING BY QUESTIONING SKILL- Meaning
• COMPONENTS OF PROBING BY QUESTIONING SKILL
• UTILITY OF PROBING QUESTION SKILL

3. SKILL
Meaning:
A skilled performance is shown whenever we
run through a complex series of well-practiced
actions to accomplish a familiar task precisely
and without any mistake in the least time
period.

4. • Skill can be developed only in a familiar task.
• It cannot be developed at the first trial.
• It can be developed only by practice.
• It can be developed only in such a task in
which many actions are involved.
• These actions create a complex series.
Continue………….
CHARACTERISTICS OF SKILL

5. • A performer has to decide the sequence of the
actions, in most of the cases, according to the
need and the given situation.
• All such actions are to be done without mistake.
• Practice of all the actions can be done separately
without involving other action at a time.
• All these actions are to be done naturally and in
the least time to accomplish a task.
CHARACTERISTICS OF SKILL
………..Continue

6. TEACHING SKILL
MEANING:
a teaching skill involves interrelated teaching
behaviours. Each teaching behaviour can be practiced
separately by a teacher/student-teacher. Different sets
of such teaching behaviours are named according to
the purpose to be fulfilled by them. The
teacher/student-teacher has to get a control over the
teaching behaviours included in a certain teaching skill
to master it.

7. CHARACTERISTICS OF A TEACHING SKILL
• Teaching skill is related with teaching behaviours of
teachers.
• Each teaching skill is a set of closely interrelated
teaching behaviours.
• Each teaching behaviour related with a certain
teaching skill is known as a component of the
respective teaching skill.
Continue………..

8. CHARACTERISTICS OF A TEACHING SKILL
…….Continue
• Some teaching skills include both the positive and
negative components. Out of which, the negative
ones are to be avoided to master respective
teaching skill.
• Analysis of teaching-learning process is an origin of
teaching skill.
• It is not a teaching method or teaching technique,
but it is a technique of moulding teaching
behaviours in the right direction. Continuee………

9. • Teaching skill is used to make the teaching methods
and the teaching-learning process more effective.
• It helps in achieving the instructional objectives
properly.
• It makes the presentation of the content points more
effective and easy.
• It makes the classroom interaction more effective and
dense.
CHARACTERISTICS OF A TEACHING SKILL
…….Continue

10. Meaning:
Probing by Questioning skill is the skill of asking questions
in order to involve more and more students in the
discussion, to lead them towards the correct response, to
make them increase their critical awareness and to make
them give clarifications about their answers. Moreover,
this skill enables the teacher to face the classroom
situation that is created after asking a certain question.
PROBING BY QUESTIONING SKILL
(PBQS)

11. PBQS includes five components as follows:
• Prompting Questions
• Questions Seeking Clarification of the Information
• Redirected Questions
• Refocusing Questions
• Questions Increasing Critical Awareness
COMPONENTS OF PROBING BY
QUESTIONING SKILL

12. Supplementary questions, which are asked to give hint to
the students in order to lead them to the correct
response, when they give incomplete response or give a
partially correct and partially incorrect response or do not
give any response.
Moreover, making the student read, written text from the
blackboard or from a book, is also an act of prompting the
student, because by making him/her read the text, the
teacher actually gets him ready to learn and respond.
Prompting Questions

13. When a student gives the correct response, the teacher
should ask him/her supplementary questions based on
the answer given by him/her in order to make him/her
give clarification of the answer. Such a question is known
as question seeking clarification of the information.
Such questions check whether the student has given
correct response with clarity and understanding of the
concept.
Continue……….
Questions Seeking Clarification of The
Information

14. In such a situation, questions like how? Why?, ‘Give
reason’, ‘explain in other words’ , ‘What more can be said
about …?’ are asked.
Moreover, the student can be asked to give meaning, to
give noun or adjective form of the words, to give
synonym, antonym of certain words which are there in the
previous answer given by the student.
Continue……….
Questions Seeking Clarification of The Information
………Continue

15. Some examples of this type of question are as follows:
• Give the meaning of signs like @, , ,  or .
• Give the value of g, G or .
• Use the word or phrase in your own sentences.
• Identify the type of tense, noun, voice, Samas, Alankar,
figure of speech or pronoun.
• Give more examples.
• Why?, How?, Give reason. Answer again briefly.
Remember, this component of the skill is used only if a
correct response or incomplete response for the previous
question is given by the students.
Questions Seeking Clarification of The Information
………Continue

16. If the same question is asked to two or more students, it is called
redirected question. Such a question is asked, only if, a correct
response is given by some student and if the answer is very much
important and useful in future learning.
Some students do not participate in classroom discussion due to
fear or shyness. They should be asked such a simple question, of
which a correct response has already been given by another
students. The teacher can remove the fear and shyness of the
student and can increase his/her confidence by asking such
questions.
In this way, redirected questions are asked to involve more and
more students in classroom discussion.
Redirected Questions

17. A question that is used to make the students compare
their acquired knowledge at present with previous
knowledge or to relate their knowledge with practical life
is called refocusing question. Moreover, if a question
makes a student use his/her existing knowledge to find
similarity or difference between different concepts,
things, phenomenon, it will also be called refocusing
question.
Continue………….
Refocusing Questions

18. Some of such questions are as follows:
• State the difference between structures of two tenses.
• How quadrilateral differs from rectangle?
• How this poem/story of ……… (name of an author) differs from
his/her …….. (name of his/her other creation/poem/story?
• Who else has written a story/poem/novel on the same theme?
• What is the present perfect tense of ……. (the sentence)?
• Give antonym / synonym / noun / adjective / adverb of ………
• Give the meaning of a word / sign / symbol etc.
• How two identities / formulae / voice / tenses / poems /
stanzas / literature / ruling systems / degrees etc. differ from
each other?
Refocusing Questions
…….Continue

19. A question that develops the critical thinking of the
student and makes him/her think on a wider range
critically and logically is called question increasing critical
awareness of the students.
Some such type of questions are as follows:
Questions Increasing Critical Awareness
• Why? • How? • Explain in Detail
• Generalise. • Derive formula/rule/principle • Derive definition
• Discuss in detail. • Explain with illustration. • Give reason.
• Summarise. • Complete the line. • Elaborate.

20. By using the probing by questioning skill, the teacher can ……
• the understanding of students.
• lead the students towards correct response, if they give an incorrect or
a partially correct response.
• check whether the student gives the answer with understanding or not.
• make the student think critically.
• involve more and more students in the discussion.
• make the students give clarification regarding his/her answer.
• make the student compare the current knowledge with pre-knowledge.
• make the student give reasons in support of his/her answer.
• use the existing knowledge of the students to give them new
knowledge.
UTILITY OF PROBING BY QUESTIONING SKILL

21. Shukla, Satishprakash, (2011) Principles and Techniques of
Teaching and Learning (Guj.) Agra: Agrawal Publications.
Shukla, Satishprakash, (2012) Information & Communication
Technology in Teacher Education Agra: Agrawal
Publications.
Shukla, Satishprakash, (2017) Information, Communication and
Educational Technology. Agra: Agrawal Publications.
References

22. PROF. (Dr.) SATISHPRAKASH S. SHUKLA
DEPARTMENT OF EDUCATION,
GUJARAT UNIVERSITY, NAVRANGPURA,
AHMEDABAD – 380009
E-MAIL: srrshukla@gmail.com
By