This indicator focuses on questioning as a key aspect of instruction. Effective questioning involves varying the types of questions asked, such as knowledge, comprehension, application, analysis, creation and evaluation. Questions should be purposeful, coherent and sequenced to instructional goals. The frequency of questions and wait time after questions are also important. Strategically selecting students to respond can maximize engagement and learning for all students. Planning questioning is important to enhance learning and meet objectives.

1. What is the NIET indicator
Questioning?
PL Framework
Facilitating

2. Questioning:
This indicator focuses on the aspect of Questioning as an “art form”
that is used to maximize instruction and effectiveness in the
classroom. The variety, quality and frequency of questions will be
addressed along with the benefits of strategically planning for this
indicator. The use of active responding, wait time and purposeful
selection of responders will also be discussed. The Teacher Candidate
(TC) will review, brainstorm and discuss how questioning in a
purposeful and coherent manner, with a direct focus to the objective,
can increase lesson effectiveness.
Plan

3. On the TAP Rubric, Find the
Indicator “Questioning”.
1. Unpack the Descriptors.
Teacher questions are varied and high
quality, providing for some, but not all,
question types:
-knowledge and comprehension;
-application and analysis; and
-creation and evaluation.
• Questions are usually purposeful and
coherent. • A moderate frequency of
questions asked.
• Questions are sometimes sequenced with
attention to the instructional goals.
• Questions sometimes require active
responses (e.g., whole class signaling,
choral responses, or group and individual
answers).
• Wait time is sometimes provided.
• The teacher calls on volunteers and non
volunteers, and a balance of students based
on ability and sex.
How does this enhance learning? Why do we ask?

4. Research on Questioning
Plan

5. Research on Questioning
Plan

7. Building the questions
Preparing the questions
It is important to prepare an educated question as opposed to spontaneous question that arise
during the lesson.
•Plan on including between 4-5 questions during each lesson.
•These questions must be purposeful and clearly focused.
•What is the focus of your objective / TEKS / Big Idea / LO?
•Select the level of the question based on Bloom’s Taxonomy (verbs)
•Formulate the question using the correct wording
•Include these questions in your lesson plan.
● Plan on using open ended questions
● Formulate questions that will foster collaboration
● Teach your students to ask questions
● If you formulate a close ended question, follow-up with a
supporting question to promote higher levels of thinking.
Why?
Plan your questions

8. Teacher calls on
volunteers and non
volunteers, and a
balance of students
based on ability and
sex.
Questions sometimes require active
responses (e.g., whole class signaling,
choral responses, or group and individual
answers.
Wait time is sometimes
provided
3-5 seconds...
Turn and Talk

9. Alignment
How does the Indicator “Facilitating” support state standards and Q?
With which other NIET Indicator does the PL Framework connect?
What correlations have you observed already?