Questioning during the class by Dr.Shazia Zamir

1. QUESTIONS & ITS
TYPES
By
DR.SHAZIA ZAMIR

2. DEFINITION OF QUESTION
It is a technique by which teacher can measure the degree
of understanding of the students and student can clarify
any point not clear to them.
To develop interest and motivate students to become
actively involved in lessons. To develop critical thinking
skills. To review learning. To stimulate students to pursue
knowledge on their own and ask their own questions.

3. Questioning strategies are useful to instructors for effectively planning class
participation activities, for designing homework assignments, and for writing
exams. The strategies help instructors to match their goals or objectives for an
assignment with the actual components of the assignment.
Effective questioning involves using questions in the classroom to open
conversations, inspire deeper intellectual thought, and promote student-to-
student interaction. ... ' Using them in the classroom creates opportunities for
students to analyse their own thinking, that of their peers, and their work.

4. PURPOSE OF QUESTIONING
To find out the level of knowledge achieved/not achieved
To develop the thinking ability
To establish relationship between instructor a
n
d
trainees
To evaluate the performance of the trainees a
n
d
success of the
teaching
To obtain attention of wandering minds to increase students'
incentive to inquire
to help students learn to construct meaning
to summarize information and to relate concepts
to provide student feedback

5. PURPOSE OF QUESTIONING
• to motivate and to interest
• to reveal prior misconceptions
• to guide thinking
• to discipline, manage, or control
• to encourage involvement of passive learners
• to diagnose strengths and weaknesses
• to understand how students form concepts
• to help students form the habit of reflection
• to gain insight about students' interests

6. TYPES OF QUESTIONS
There are five types of questions used in the classroom:
Cognitive questions
Convergent questions
Divergent questions
Evaluating questions
Clarification questions
-------------------------

7. COGNITIVE MEMORY QUESTIONS

8. CONVERGENT QUESTIONS
• Convergent thinking is the process of finding a single best
solution to a problem that you are trying to solve.These questions
are thought provoking and have a single correct answer. Answer
remain unchanged under the all circumstances. e.g Why does ice
float on water? Convergent questions typically start with “who,”
“what,” “where” or “when.”

9. DIVERGENT QUESTIONS
These are open ended question that cause the
student to think but have no single correct
answer. These question stimulates creative
thinking and imagination. e.g A simple
example of a divergent question is: Write
down as many different uses as you can think
of for the following objects: (1) a brick, (2) a
blanket.

10. EVALUATING QUESTIONS
• In these question student pass judgments of some
action by giving reasons. These are to seek opinion of
the trainee. e.g In lord test Inzamam ul Haq took the
team out of ground due to umpire decision and Pakistan
lost that match. Was there any wisdom in that act?

11. CLARIFICATION QUESTION
• Asked by the students at the end of the
lesson if any point not clear to them. No
instructor should leave the class without
giving them opportunity to clear their
doubts.

12. TECHNIQUES OF EFFECTIVE
QUESTIONS
Questions must be thought provoking
Question must be simple and precise
Current and former lesson must be interlinked in a
proper way
Embarrassing or Frustrating questions should not be
asked
Question must be purposeful
Question must be asked according to the ability
and subject matter discussed
Questions should not base on answer with Yes or NO
only

13. PROPER METHOD OF ASKING
QUESTIONS
Question should be put to the whole class.
There should be a pause to give trainees t
i
m
e
to
think.
Nominate someone to answer the selected
question.
Repeat the correct answer.
Provide them correct answer if the answer is
not correct.

14. POINT TO BE
AVOIDED
Question with guess possibility
Having no directive towards particular
objective
Too rapid flow of question
You are not sure of answer
Too difficult question for slow learner
And easy question for bright learner
Book language
Giving chance too often to one student