Questioning Skills-Prof. Dipak Khakal.pdf

Questioning Skills-Prof. Dipak Khakal.pdf

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  Shri Khanderai Pratishthan’s, ShriMartand Bhairav Adhyapak Mahavidyalaya, Balewadi, Pune-45 Asst. Prof. Dipak P. Khakal
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  B.Ed. Course -108 Micro Teaching
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  Questioning Skill Asst. Prof.Dipak P. Khakal
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  Introduction A question isdefined as any sentence which has an interrogative form or function. Questioning is a logical procedure of problem solving. Questioning is useful for presenting the tentative nature of knowledge. Questioning is used in solving problems. Asst. Prof. Dipak P. Khakal
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  Purpose of Questions Verificationof Previous knowledge पूव ान पडताळणे To increase the active participation of students in their studies व या याचा अ ययनात स य सहभाग वाढवणे To verify students' comprehension व या याचे आकलन पडताळ यासाठ To understand students' difficulties or to diagnose learning difficulties व या या या अडचणी समजून घेणे अथवा अ ययनातील अडथ यांचे नदान कर यासाठ
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  Attract students वया याचे ल वेधणे Allowing students to express their experiences and opinions व या या या अनुभव व मतां या अ भ य तीला वाव देणे Giving students a place in the classroom / taking care of them व या याना वगात थान मळवून देणे / यांची दखल घेणे
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  Enhancing creativity सृजनशीलतावाढवणे Getting to know the students व या याना जाणून घेणे Reimbursement for own teaching वतः या अ यापनाबाबत याभरण घेणे To emphasize key points. मु य मु यांवर जोर देणे.
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  To motivate studentsto search for new information. व या याना नवीन मा हती शोध यासाठ े रत करणे. To arouse the students’ interest and their curiosity in the topic of instruction. अ ययन वषयात व या याची आवड आ ण यांची उ सुकता जागृत कर यासाठ . To develop the students’ active way of thinking and learning. व या याचा वचार कर याचा आ ण शक याचा स य माग वक सत करणे.
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  To guide studentsin the process of finding a good and correct answer. एक चांगले आ ण यो य उ तर शोध या या येत व या याना मागदशन करणे. To help students concentrate on the topic under discussion. व या याना चचत असले या वषयावर ल क त कर यास मदत कर यासाठ .
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  How to aska question? ( न कसा वचारावा?) Ask questions with the attention of students, with the necessary verbal instructions and non-verbal instructions व या याचे ल वेधून, आव यक शाि दक सूचना व अशाि दक नदश क न न वचारावा Questions should be asked out loud, clearly न मो याने, सु प टतेने वचारावा
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  Clair and ConciselqLi”V o laf{kIr Do not change the question structure frequently न रचनेत वारंवार बदल क नये Ask questions once न एकदाच वचारावा The question should be addressed to the whole class and then indicate who should answer न सव वगाला उ ेशून वचारावा व नंतर कोणी उ तर यावे या ब लचा नदश करावा
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  Questions should bescattered around the classroom न वगात चौफ े र वखुरलेले असावेत Give a little time to answer the question न वचार यावर उ तर दे यासाठ थोडा अवधी यावा Thought Provoking Questions fopkj mRiUUk dj.kkjs iz’u
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  Students should beencouraged after the answer उ तरानंतर व या याना बलन यावे Avoid repeating each answer येक उ तराचा पुन चार करणे टाळावे Grammatically correct O;kdj.k ‘kq)rk logical sequence of questions iz’ukapk rdZ’kq/n Øe
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  Clarity in askingquestions fopkjysY;k iz’ukarhy Li”Vrk
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  Orders of Questioning- Loworder questions Middle order questions Higher order questions
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  i) Lower orderquestions : न न तर य न This level of questions are limited to memory level of thinking which forms the basis of higher level learning. Usually questions at the lower levels are appropriate for: Evaluating students’ preparation and comprehension  Diagnosing students’ strengths and weaknesses To remember, to recognize (आठवणे, ओळखणे) Example- •When was Maharashtra established? •State the part of flower. •Which is the largest river in Egypt?
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  ii) Middle orderquestions:(म यम तर य न) The questions at the middle level involve interpretation of facts/concepts being taught or already learnt. Interpretation involves comparison or explanation of relationship between ideas, concepts, generalizations, etc.  Transforming, interpreting, tell similarities, differences, relationships, examples ( पांतर करणे, अथ लावणे, सा य सांगणे, फरक सांगणे, संबंध सांगणे, उदाहरण सांगणे)
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  Example- •Construct the equationof this example. या उदाहरणाचे समीकरण तयार करा. •Explain the metaphor in this poem. या का यातील पक प ट करा •What is the relationship between mercury levels and heat?? पा याची पातळी व उ णता यांचा कोणता संबंध दसला ?
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  iii) Higher orderquestions : (उ च तर य न) The questions at this level encourage children to think, to reason beyond acquired knowledge, to analyze problematic situations into their elements and to discover the interrelationship among those elements. These questions enable the students to produce now ideas and to develop creative and reasoning abilities. The skills promoted by higher order questions may be divided into three levels : analysis, synthesis and evaluation.  Separation, synthesis, evaluation, reasoning, conjecture, support (पृथ करण, सं लेषण, मू यमापन, तक, अनुमान, समथन करणे)
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  Example- •Structure the storybased on the given point. • दले या मु या या आधारे गो ट ची रचना करा. •Do you think the title ‘Military Blood’ is appropriate? Justify it. •’सै नक र त’ हे शीषक तु हाला यो य वाटते का? हे सकारण सांगा. •How to experiment to prove that warm weather is required for germination? •बीजांक ु रणासाठ उबदार हवामान लागते हे स कर यासाठ योगरचाना कशी करता येईल?
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  v- ua- midkS’kY; (Sub-skill) fud`”V Poor 1 cjk Fair 2 lkekU; Average 3 Pkkaxyk Good 4 mRre Excellent 5 1 lqLi”Vo laf{kIr (Clair and Concise) 2 O;kdj.k ‘kq)rk (Grammatically correct) 3 fopkj mRiUUk dj.kkjs iz’u (Thought Provoking Questions) 4 iz’ukapk rdZ’kq/n Øe (logical sequence of questions) 5 fuEu] e/;e o mPp Lrjh; iz’ukapk lekos’k (Inclusion of Lower, Middle & Higher order questions) 6 fopkjysY;k iz’ukarhy Li”Vrk (Clarity in asking questions) 7 iz’ukFkZd Loj (Interrogative tone) 8 oxkZrhy ;ksX; foHkkx.kh (Properly distributed in class) 9 osGsps O;oLFkkiu (Time Management) 10 Ikfj.kkedkjdrk (Effectiveness) ,dw.k xq.k 50 iSdh (Total Marks Out of 50) Observation Chart Skill:- Questioning Skill ¼iz’u dkS’kY;½