1. By: Nasrin Tayyab
Beaconhouse School System
Valencia Town Campus
Lahore

2. By the end of this session teachers
will be able to:
 Find the common errors in questioning.
 Develop an understanding of key tactics in questioning.
 Design questions based on Bloom’s Taxonomy.

3.  An average teacher asks 400 questions
in a day that’s 70,000 a year!
 One-third of all teaching time is spent
asking questions
 Most questions are answered in less
than a second

5. Interaction
Challenge
Influence
Progress
Assessment
•To check and build on
prior knowledge
To interact, interest,
engage and challenge
To focus thinking on key
concepts and issues

6. When someone:
 guides , doesn’t pull you along..
urges to go forward, doesn’t suppress you..
opens the way , doesn’t take you to the place..
encourages to ponder, doesn’t provide you
with answers..
You may call that person,

7.  “A Good Teacher”
Indeed!!

8. It is important to know not only, the types
of questions but also the tactics of asking
those questions in an effective manner
because they are the baseline for answers.

9. How
to ask
When to
ask
What
to ask
GOOD
ANSWERS

10. One obvious tactics of effective
questioning !
Minimize the daily routine
errors!

11. Activity: 1
Role Play

12. Structuring
Pitching & putting clearly
Directing & distributing
Pausing & pacing
Prompting & probing
Listening & responding
Sequencing

14. Encourage students to ask questions at
any time.
Give adequate consideration to all
questions--never evade a question.
Scatter questions over the entire class.
Use “APPLE”.

16. Ask the Question: Questions should be prepared in your
lesson plan in advance.
Pause: Let the learners think about what you are asking.
Give the learners 3-5 seconds in order to respond.
 Pick: Pick on a learner by name to answer the question.
Make sure of 100% participation of all students
 Listen: Listen to the answer, make eye contact with the
learner and use encouraging remarks.
 Expound: Explain the learner's answer. Generate a dialog
based on the learner's response. If the learner's response was
incorrect, redirect the question back to the other learners.

17. Activity: 2a
Designing Questions

20. Knowledge
( Remembering )
Comprehension
(Understanding)
Lower
Order
Questions

21. Higher
Order
Questions
Application
( Transferring)
Analysis
( Relating
)
Synthesis
( Creating )
Evaluation
( Judging )

22. Types:
 Closed/direct questions
 Summarising & reflecting Questions
 Clarifying & Guessing questions
 Recall and Process Questions
(What, Where, Who, When, Which)
Key Words: Memorize, Define, Identify, Repeat, Recall, State,
Write, List & Name, Describe, Distinguish, Explain, Interpret,
Predict, Recognize & Summarize, tell, label

23. Types:
 Open Question
 Probing Questions
 Cognitive Questions
 Evaluative & provocative Questions
( How, Why, What/Where may/might )
Key Words
Apply, Compare, Contrast, Demonstrate, Examine,
Relate, Solve & Use, Analyze, Differentiate, Distinguish,
Explain, Infer, Research , Create, Design, Develop
Formulate, Integrate & Organize, Assess, Critique,
Determine, Evaluate, Judge, Justify, Measure &
Recommend, Construct, Plan

24. Activity: 2b
Determine the types of the
questions, you designed previously.
Rearrange them according to the six
levels of Bloom’s Taxonomy

25. Leading questions
Limiting questions
Assumption-laden questions
Multiple questions
Hypothetical questions

26. Plan/write questions before hand
Wait for an answer –
Use questions to develop
collaborative work
Know the answer to your questions
Start a lesson with a question
Review the questions in the plenary/wrap up
session

27. Try to come out of Comfort Zone
as Risk and effort are what make
you smart and talented!!!!

28. Teaching is the art of asking questions.
(Socrates)
&
Good learning starts with questions, not
answers.