The document discusses the significance of questioning skills for teachers, outlining various techniques and their purposes, such as promoting critical thinking and assessing students' understanding. It differentiates between types of questions, including closed, open, funnel, probing, leading, and rhetorical questions, each serving specific functions in the educational context. Effective questioning is emphasized as a tool for engagement, problem-solving, and fostering student-teacher relationships.

1. Imahe
https://www.youtube.com/watch?v=We
rQABDxisM

2. Pilipinas kong Mahal
PILIPINAS KONG MAHAL | Philippine Nationalistic
Song with lyrics (youtube.com)

3. Prayer
OPENING PRAYER
(TAGALOG)
(youtube.com)

4. Modern Teaching
Procedures
Floretta Quijano, Ph. D.
Professor

5. Reporter:
• Teacher I, M. B.
Asistio Sr. High School
Rhodelia G. Datul
• Subject Taught:
Technology and
Livelihood Education
Division of
Caloocan

6. Why is it important to ask
questions effectively?

7. Skills Teachers
Require to be
Effective in Teaching
-Questioning Skill
Modern Teaching Procedures

8. Questioning Skill
 Is the ability that allows you to analyse
concepts or situations and ask relevant
questions about them.
 Questions are a way of engaging with
students to keep their attention and
reinforce their participation.

9. Questioning Skill
 Questions can review, restate,
emphasize, and/or summarize
what is important.
 Questions stimulate discussion and
creative and critical thinking, as
well as determine how students are
thinking.
Questions are powerful tools used
in attaining knowledge, problem-
solving, and making connections.

10. The value of questioning?
As a teacher,
intelligent
questioning helps us
identify gaps in
understanding and
make sure we’re on
the right track
when finding
solutions.
It will also help
us engage in
meaningful
conversations,
build trust, and
develop
relationships.

11. We ask questions based on
purpose:
 For assessing cognition
 to determine one ‘s knowledge
and understanding
 Promote a high level of thinking
 Use divergent questions and
open-ended calls for analysis
and evaluation

12. We ask questions based on
purpose:
 For verification
to determine the accuracy or
exactness result of an activity or
performance
 For creative thinking
To probe into one’s originality

13. We ask questions based on
purpose:
 For evaluating
 To elicit responses that include judgment,
value, choice, or personal opinion about an
event, a policy, or a person.
 For productive thinking
 Include cognitive reasoning, analyses of facts,
 Invokes memory and recall
 For motivating
 For instructing

14. Questioning Techniques
 Closed question (answered by yes or facial response)
Receives a single word or very short, factual answer.
 Ensure your understanding or other person’s
 Concluding a discussion or making a decision
 Frame setting
(Avoid his question when a discussion is in full flow
 Open question (what, why, and how)
Elicit longer answers. Ask the respondent for his knowledge, opinion,
or feelings.
 his techniques are good for developing open conversations
 finding o more details
 finding opinions or issues.

15. Questioning Techniques
 Funnel questions
This technique involves starting with general
questions and then drilling down to a more
specific point in each. Finding one or more
details and opinions or issues.
Used by investigators or detectives.
(when using funnel questions, start with closed
questions, as you progress through the tunnel,
use more open questions.)

16. Questioning Techniques
 Funnel questions are good for:
Finding more details abo specific point
(Tell me more about)
Gaining or increasing the confidence of the
person you are speaking with.
(Did I solve your problem)
 Probing questions is another strategy for
finding more detail.
 Like asking for an example, to help you
understand a seamen ha hey have made.

17. Questioning Techniques
 Asking for additional information for
clarification
 To investigate where there is proof for what
has been said.
probing questions are good for:
 Gaining clarification to ensure that you
have the whole story and that you
understand I thoroughly
 Drawing information o of people who are
trying to avoid telling something,
(use 5 whys to get to the root of the problem)
(use the words exactly to probe further:
Who, exactly, wanted this project?

18. Questioning Techniques
 Leading questions
 try to lead the respondent to your way of
thinking
Several ways of leading questions:
With an assumption
‘’How do you think that the project will be
submitted?’’
This assumes that the project will certainly not be
completed in time.
By adding a personal appeal to agree to at the
end
Maria is very efficient don’t you think?

19. Questioning Techniques
 Leading questions
Phrasing the question so that the easiest response
is ‘’yes’’
‘’ Shall we all approve of two? ‘’is more likely to
get a positive response rather than ‘’Do you want
to approve question two or not?’’
Leading questions are good for:
getting the answer you want, before leaving the
person feeling that they haven’t got a choice
closing
(use leading questions with care)

20. Questioning Techniques
 Rhetorical questions
Aren’t really a question at all, they don’t expect
an answer. They are statements phrased in
question form,
‘’Isn’t his design work so creative?’’
Purpose:
Engaging the listener.
Getting people to agree with your point of view.
*Students need time to think, to know how long
they have to respond.

21. Bloom’s Taxonomy

22. Level of questioning
 Low-level questions
include memory questions,
or those require simple recall
 High-level questions
call for responders to
analyze, evaluate, and solve
problems.

23. What is a good question?
A good question
should be
Thought-provoking
Short
Unambiguous
Relevant
Related to the
objective
Straight forward / clear
Common
vocabulary
Properly
directed

24. ‘’A perfectly placed
question create an
explosion of
learning’’
-Anonymous