This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.

2. What is Questioning?
Questioning is an interrogative process that
stimulates a response by allowing the individual
to use his or her cognition to produce information
based on the question asked (Cotton,1988 ).

3. Types of questioning

4. Types of question
 Open questions- Open questions are used at the start
to determine problems, understand requests and
establish needs.
 They are used to obtain more information which
contains more detail. They usually begin with question
words such as:.
 How Why
 When Who
 What Where

5.  Closed questions
Closed questions usually lead to yes or no answers, or
short specific answers .
They are useful for obtaining accurate, detailed
information.
 Clarifying questions
Clarifying questions are used to verify information
given or received. They ensure that student and
teacher are in agreement.

6.  Probing questions
Probing questions are used to discover more details.
They encourage the student to give greater detail.
 Reflective questions
This type of question prompts the student to start
thinking about the benefits or importance of the task.

7. Purpose of questioning
 Used to elicit students’ prior knowledge, and guide them
into recognising patterns and forming hypotheses about
how the language is used.
 To assess achievement of instructional goals and objectives.
 To stimulate students to pursue knowledge on their own .
 To develop critical thinking skills and inquiring attitudes

8.  To review and summarize previous lessons
 To develop interest and motivate students to become
actively involved in lessons

9. Level of questioning

10. Levels of questioning
 The system contains six levels of questioning
which are arranged in hierarchical form, moving
from the lowest level of cognition (thinking) to the
highest level of cognition. ( Bloom’s Taxonomy ).
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

11.  Knowledge (Remembering) This is the lowest
level of questions and requires students to recall
information basically in the same form it was
presented.
Key Words: Memorize, Define, Identify, Repeat,
Recall, State, Write, List , Name
 Comprehension (Understanding) These
questions ask students to take several bits of
information and put them into a single category or
grouping.
key Words: Describe, Distinguish, Explain,
Interpret, Predict, Recognize , Summarize

12.  Application At this level, teachers ask students to
take information they already know and apply it to
a new situations. An example of application
question is:
Key Words: Apply, Compare, Contrast,
Demonstrate, Examine, Relate, Solve , Use
 Analysis (Relating)
These questions encourage students to break
material into parts, describe patterns and
relationships among parts, to subdivide
information and to show how it is put together.
Key Words: Analyze, Differentiate, Distinguish,
Explain

13.  Synthesis (Creating)
These questions encourage students to create
something new by using a combination of ideas from
different sources .
Key Words: Arrange, Combine, Create, Design,
Develop Formulate, Integrate , Organize.

Evaluation (Judging)
Evaluation questions encourage students to develop
opinions and make valuable decisions about issues
based on specific criteria.

14. Advantages of Questioning
 It can be used in all teaching situations.
 It helps in developing the power of expression of the
students.
 It is helpful to ascertaining the personal difficulties of
the students.
 A way of including all learners

15. Disadvantages of Questioning
 Less confident learners will try to avoid being asked
questions
 More confident learners may answer all the questions
while the less confident is left behind.
 This method generally is quite embracing for timid
students.

16. Activity
What Type Of Question Am I ?
 What kind of music do you like to listen to ?
 Is your name Mary-Jane ?
 Did you say that we should take in our assignments on
Monday instead of Friday?
 You chose to do Human Ecology but why did you
chose this department ?

17. Video on questioning

18. References
 Cotton, K.( 1988) Instructional Reinforcement Portland, :
Northwest Regional Educational Laboratory.
 Ciardiello, A.V. (1986)“Teacher Questioning and Student
Interaction: An Observation of Three Social Studies
classes.” The Social Studies :119-122.
 Hargreaves, D.H.(1984) “Teachers’ Questions: Open,
Closed, and Half-open.” Educational Research 26:46-51.

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