The document provides guidelines for effective questioning at different stages of a lesson - pre, middle, and post assessment. It discusses types of questions like open-ended, closed-ended, funnel, probing, and leading questions. The guidelines emphasize preparing a list of questions aligned to learning objectives for each assessment stage. Questions should move from easier to more difficult, involve all students, and promote higher-order thinking. Teachers should provide feedback and acknowledge student responses.

1. QUESTIONING SKILLS
By group 8
Members
 FFS Chakwal II
 FFS Danda Shah Bilawal
 FFS Renala Khurd
 FFS Sanghar
 FFS Shakarghar
 FFS Talagang II

2. Questioning Skills

3. AIM
To understand importance of
questioning skills

4. SEQUENCE
 Objectives
 Introduction & Rationale
 Types of questions
 Effective questions vs. Ineffective questions
 Strategies for asking questions at pre middle
and post stages of the lesson
 References

5. SMART Objectives
By the end of the lesson, participants will be able to:
• Identify different types of questions
• Describe importance of questioning in classroom
• Explain Strategies for pre, middle and post
assessment
• Prepare questions for all three stages
• Reflect on the strategies that help us to improve our
questioning skills

6. Question Words
• Who?
• What?
• When?
• Where?
• How?
• Why?
• What if?
• Person
• Thing
• Time
• Place
• Require thoughtful
more elaborate
answers.

7. TYPES OF
QUESTIONS
Closed
Open
Funnel
Probing
Leading

8. Closed
Asingle
word
Very short
Factual
information
Yes/No
Open
5 Ws and
1 H’
Knowledge
opinion
Feelings

9. Close Ended Questions
Start mostly with What, Where, Who, When, By whom, How
much
Can usually be answered in one or two words
Are easy to respond
Generally reduce confusion
Work well for recalling facts
Asked to challenge students memory
Asked to determine whether the student is getting the concept
Mostly deal with low order thinking reactions
Easy to compare
Asked to restrict the responses
Asked usually to move the lesson forward

10. Close Ended Questions
Include
Yes/No questions
Multiple choice questions
True / false
Fill in the blanks
Examples:
What time is dinner?
How much did the bag cost?
Who won the soccer game?

11. Open Ended Questions
Open Ended Questions are the questions which cannot
be answered in one or two words. They usually start
with How , why, Explain etc. They require the
respondent to elaborate the answer.
Used for qualitative analysis
 Elicit higher level thinking
Prompt lengthier response
Students think, reflect, provide opinion, express
feelings, and take control of conversation

12. Open Ended Questions
Examples:
How did you interpret the end of story?
Explain the importance of war of independence.

13. Funnel Question
Ask more and more
detail at
each level
Focus on point in
each
answer
Start
with
general
questions

14. Funnel Questions
Funnel questions are important because they are directional. They
require more detail. They are used to break the ice. They make the
respondent relaxed. They are asked to calm and relax the
atmosphere.
Two techniques are adopted while posing funnel questions
 Funnel question starts from a particular point
 Conversation may be narrowed by using close ended questions
 Conversation may be broadened by using open ended questions

15. Example of Funnel Questions
What is break system?
How does it work?
Explain what is the basic principal behind
it.
OR
Define heat.
What is the effect of heat on substances?
Which phase of matter is affected more by
heat?

16. Probing Questions
Share
example
Elaborate the
statement
Share
additional
information
Give some examples of… How do you know that Share more detail
Strategy for
finding out
more detail

17. Probing Questions
Can be used to know how well your students get
the topic under discussion
Used to get deeper insight of thinking process
Probing questions can be asked by students to
ensure full understanding
Examples:
• What do you mean by that?
• Can you give me different answer?
• What might be the reason for this?

18. Leading Questions
 They are designed to influence and guide the learner. They
contain subtle hints. These questions push respondent to
answer in a specific manner.
 Framed in such a manner that they already contain
information
 Intentionally framed
 Example
How would you rate our new offer?
Excellent
Very good
Good
Average

19. Types of Questions
Close Ended
Questions
Open Ended
Questions
Funnel
Questions
Probing
Questions
Leading
Questions
What
When
Where
Who
Conversation
narrowed by
closed
questions
Conversation
broadened by
open
questions
How
Feeling
opinion
Why
Give
examples
Elaborate
Give
details
Are you
satisfied?
Is this
good
offer?

20. EFFECTIVE VS INEFFECTIVE Questions
 Are meaningful to students
 Are understandable
 Challenge students but are not
too difficult. Depending on the
level of comprehension of a
topic, students may be able to
handle questions.
 Move from easier questions
before difficult ones.
 Are too vague. Students are unsure of what
is being asked and may refrain from
attempting to answer.
 Are too loaded. Students may guess at what
the teacher wants them to say rather than
tell you what they think.
 Are too mechanical. "Does everyone
understand?" "Any other questions?" Most
students will not reply and even if they do,
their answer is only a report of their own
assessment of their comprehension.
 Are not purposeful. Yes/No questions or other
closed-ended questions can be useful for
drawing on previous knowledge to get
started on a new topic, but are dead ends for
discussions and deeper engagement.

21. Purpose of asking questions for Pre- Assessment
 To develop interest
 To arouse curiosity
 To motivate students
 To involve students actively in lesson
 To evaluate students 'prior knowledge

22. PRE ASSESSMENT (Guidelines for Teachers)
Provides baseline for teaching
 Begin your questioning with the easier one
 Ask sequence of questions to move from known to unknown
 Prepare your list of questions of all three stages pre, middle and post
 Don't call the name of student first for posing question
 If a student cannot understand the question, rephrase it.
 You must have some questions related to the shared objectives to
measure the success of learning outcomes
 Promote the culture of appreciation and praise in your class
 Keep wait time to about 5 seconds for Low order Thinking Reactions
 Extend wait time 5 to 10 seconds for Higher Order Thinking Reactions

23. Middle Assessment
Middle Assessment To check students understanding about the lesson in progress.
Middle assessment helps
 to check students understanding
 to gauge students interest
 to build the lesson by using step by step approach
 to review teaching strategy
 to check the conceptual clarity of students
 to assess how well students can define or describe the central idea
 Acts as an ice breaker
 to decide you what to focus on
 to develop communication skills
 to develop social skills
 To develop critical thinking skill
 To emphasize key points
 To enhance problem solving ability

24. Middle Assessment (Guidelines for Teachers)
Prepare your list of questions
Ask factual questions about the lesson
Involve variety of students
Decide when and where middle assessment will occur
For difficult questions make students answer in pairs or groups
(think, pair and share)
Invite students to complete graphic organizers
Beware of dominating students in the class
Ask all students to write most difficult part/ point of lesson
Provide feedback to move learners forward
Promote culture of praise and appreciation
Believe that all students can learn and achieve success

25. Post Assessment
allows teacher to assess understanding of content covered
 To nurture insights by exposing new relationships
 To assess achievement of instructional goals and objects
 To stimulate students to pursue knowledge on their own To
clarify concepts
 To encourage students to think at higher cognitive levels
 To ascertain students’ knowledge level to aid in modifying
instruction

26. Post Assessment(Guidelines for Teachers)
 Post assessment activities should be aligned directly with the
learning outcomes
 Refer back to objectives of the lesson
 Encourage student for self-assessment
 Review and summarize the lesson
 Spend more time formulating higher level questions

27. Four Guiding questions
What are they ready to learn?
What do they need to practice?
What do they need to be re-taught?

28. Responding to
Students’ Questions

29. Response to students (Guidelines for Teachers)
Listen to student’s question
Answer the question yourself
Redirect the question to the class
Encourage student-to-student interaction
Attempt to help student answer his own question
 If you don’t know the answer ,NEVER FAKE AN ANSWER.
Admit that you cannot answer the question and then select
one of these strategies:
 Ask whether someone in the class can answer the
question.
 If possible, suggest a resource where the student can find
information
 Volunteer to find answer yourself and report back to the
class.

30. Bloom’s Taxonomy - A guideline to ask questions
Skills to be developed
 knowledge
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating

31. Subject wise Sample
Questions

32. ‫پنجم‬ ‫اردوجماعت‬
‫عنوان‬
:
‫آئی‬
‫ں‬
‫کری‬ ‫مدد‬
‫ں‬
‫ابتدائی‬
‫ہ‬
 ‫نمبر‬ ‫سوال‬
1
:
‫می‬ ‫پاکستان‬
‫ں‬
‫خلق‬‫خدمت‬
‫کرن‬
‫ے‬
‫وال‬
‫ے‬
‫ادار‬‫کسی‬
‫ے‬
‫نام‬ ‫کا‬
‫بتائی‬
‫ں‬
‫؟‬
 ‫نمبر‬ ‫سوال‬
:
2
‫دوسر‬ ‫ایک‬
‫ے‬
‫مدد‬ ‫کی‬
‫عمل‬ ‫کیسا‬ ‫کرنا‬
‫ہے‬
‫؟‬
‫وسطانی‬
‫ہ‬
 ‫نمبر‬ ‫سوال‬
:
1
‫سکاؤ‬
‫ٹ‬
‫ک‬ ‫تحریک‬
‫ے‬
‫کتن‬
‫ے‬
‫درج‬
‫ے‬
‫ہ‬
‫ی‬
‫ں‬
‫؟‬
 ‫نمبر‬ ‫سوال‬
:
2
‫سکاؤ‬
‫ٹ‬
‫ک‬ ‫تحریک‬
‫ے‬
‫ت‬ ‫کون‬ ‫بانی‬
‫ھے‬
‫ائم‬‫ق‬ ‫کب‬ ‫اور‬
‫ہ‬
‫؟‬ ‫وئی‬
 ‫نمبر‬ ‫سوال‬
:
3
‫سکاؤ‬
‫ٹ‬
‫گائی‬ ‫گرل‬ ‫اور‬
‫ڈ‬
‫می‬ ‫پروگرام‬ ‫تربیتی‬
‫ں‬
‫سیک‬ ‫کیا‬
‫ھ‬
‫ت‬
‫ے‬
‫ہ‬
‫ی‬
‫ں‬
‫؟‬
‫اختتامی‬
‫ہ‬
‫نمبر‬ ‫سوال‬
:
1
‫اپن‬
‫ے‬
‫گرد‬ ‫ارد‬
‫ک‬ ‫مسائل‬ ‫مختلف‬ ‫موجود‬
‫ے‬
‫حل‬
‫ک‬
‫ے‬
‫لیئ‬
‫ے‬
‫ادا‬‫کردار‬ ‫کیا‬ ‫آپ‬
‫سکت‬ ‫کر‬
‫ے‬
‫ہ‬
‫ی‬
‫ں‬
‫؟‬
‫نمبر‬ ‫سوال‬
:
2
‫می‬ ‫سبق‬ ‫آپ‬
‫ں‬
‫س‬ ‫تحریک‬ ‫کسی‬ ‫موجود‬
‫ے‬
‫منسلک‬
‫ہ‬
‫چا‬‫ونا‬
‫ہ‬
‫یئ‬
‫ں‬
‫گ‬
‫ے‬
‫اور‬
‫کیو‬
‫ں‬
‫؟‬
‫نمبر‬ ‫سوال‬
:
3
‫موجود‬
‫ہ‬
‫حاالت‬
‫ک‬
‫ے‬
‫کیا‬ ‫نظر‬ ‫مد‬
‫ہ‬
‫می‬
‫ں‬
‫کسی‬
‫ادار‬‫الحی‬‫ف‬ ‫اور‬
‫ے‬
‫ضرورت‬ ‫کی‬
‫ہے‬
‫کوئی‬ ‫کی‬ ‫طرح‬ ‫اس‬‫آپ‬ ‫؟‬
‫چا‬‫کرنا‬ ‫ائم‬‫ق‬ ‫تنظیم‬ ‫امدادی‬
‫ہ‬
‫یئ‬
‫ں‬

33. Topic: Respiration Class: IX Subject: Biology
Pre Assessment
Q1: Tell the names of some life processes.( Knowledge)
Q2: Which one is energy yielding process? Digestion or Respiration (Knowledge)
Q3: What is meant by breathing?(Understanding)
Q4: Are breathing and reparation two names of the same process ? (Understanding)
Middle Assessment
Q1: Define Respiration? Are breathing and respiration synonymous? If not, why?(Understanding)
Q2: What are the types of respiration? (Knowledge)
Q3: Explain Aerobic Respiration. (Understanding)
Q4: Classify Anaerobic respiration in its types. Prepare mind map for its importance. (Analysis)
Post Assessment
Q1: Define respiration. Write two differences by making Venn diagram. (Analysis)
Q2: Compare aerobic and anaerobic respiration by making T- chart. (Analysis)
Q3: Aerobic respiration is energetically favourable. Justify (Evaluation)
Q4: Summarize the importance of anaerobic respiration by preparing a mind map. (Create)
Extend your knowledge (Time to think/ search)
Q: Why do our muscles get fatigued?

34. Topic: Adverbs Class: VII Subject: English
Pre-Assessment
Q1. What is verb? (Knowledge)
Q2. What is adjective? ( Knowledge)
Q3. How does a tortoise walk in the given sentence; ( Application)
The tortoise walks slowly.
Middle -Assessment
Q1. Differentiate adjective and adverb.( Comprehension)
Q2. Modify given adjectives into adverbs; fast, brave, honest ( Application)
Q3. Underline adverbs and describe their kind. ( Create)
I. He will stay there.
II. Every soldier fought bravely.
III. When will you come?
IV. The kids noisily cheered the team.
Post -Assessment
Q1. Put adverbs in the right place. (Application)
I . We were lost in the street. (Nearly)
II. I hope to see you. (Soon)
Q2. Arrange adverbs of frequency and use them in sentences of your own. (Create)
Q3. Make a mind map for kinds of adverbs, what do they describe and their place in the
sentences. ( Evaluation)

35. References
 MASTS III
TOPIC: Questioning in science classroom
 ALP
Topic: Active Instructional and Assessment strategies
 Subject Specific Pedagogies
Topic: Questioning Skills
 Quality Teaching Methodologies
Topic: Student Centered Classroom Assessment
 Teacher’s Lesson Planner

36. References

37. Questioning skill is an art,
ability, technique and
strategy to keep the students
attentive and engaged as an
active learners.

38. THANK YOU