Questioning Techniques
•Download as PPTX, PDF•
1 like•312 views
Principles and Strategies of Teaching 1 Report by Ronald James A. Fiel 3-BEED-A University of Southern Mindanao
Report
Share
Report
Share
Recommended
Questioning techniques
A ppt for helping teachers develop the Higher Order Thinking Skills (HOTS) of their pupils through the use of effective questioning techniques.
Technique of questioning.pptx
This presentaion is about technique of quetioninhg.
Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you’ll get wrong information out.
The same principle applies to Communications in general: If you ask the wrong questions, you’ll probably get the wrong answer, or at least not quite what you’re hoping for.
This presentation tries to inform about the nitty gritties of the skill of questioning.
Questioning teaching method
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.
Discussion method of teaching.pptx
The document discusses the discussion method of teaching. It defines discussion as a two-way communication between participants that allows for a more active learning experience than lectures. The purposes of discussion are to help students understand material, engage with course concepts, and learn from each other. Discussion can develop critical thinking, decision-making, and problem-solving skills. Key aspects of effective discussions are ensuring participation, allowing criticism and student-led dialogue, with the teacher as a guide.
Classroom Management
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
Problem solving method ppt
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
The Art of Questioning
This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
The art of questioning
The document discusses the art of questioning in education. It outlines principles of effective questioning, including distributing questions evenly, balancing factual and thought-provoking questions, and encouraging critical thinking. It also describes different types of questions, levels of questioning based on Bloom's taxonomy, characteristics of good questions, and strategies for questioning students. The objectives at the end aim to have teachers list principles of questioning, define Bloom's levels, write examples of questions at each level, and analyze their own questioning techniques during a micro lesson.
Recommended
Questioning techniques
A ppt for helping teachers develop the Higher Order Thinking Skills (HOTS) of their pupils through the use of effective questioning techniques.
Technique of questioning.pptx
This presentaion is about technique of quetioninhg.
Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you’ll get wrong information out.
The same principle applies to Communications in general: If you ask the wrong questions, you’ll probably get the wrong answer, or at least not quite what you’re hoping for.
This presentation tries to inform about the nitty gritties of the skill of questioning.
Questioning teaching method
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.
Discussion method of teaching.pptx
The document discusses the discussion method of teaching. It defines discussion as a two-way communication between participants that allows for a more active learning experience than lectures. The purposes of discussion are to help students understand material, engage with course concepts, and learn from each other. Discussion can develop critical thinking, decision-making, and problem-solving skills. Key aspects of effective discussions are ensuring participation, allowing criticism and student-led dialogue, with the teacher as a guide.
Classroom Management
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
Problem solving method ppt
Problem solving is a process to choose and use the effective and beneficial tool and behaviours among the different potentialities to reach the target.
It contains scientific method, critical thinking, taking decision, examining and reflective thinking.
This method is used in the process of solving a problem to generalize or to make synthesis.
The Art of Questioning
This document discusses the art of questioning in teaching. It defines a question and explains the various purposes of questioning, including to engage students, check prior knowledge, stimulate thinking, and assess learning. The principles of questioning emphasize distributing questions evenly, balancing fact-based and thought-provoking questions, and encouraging lengthy responses. The document also outlines different types of questions, such as factual, clarifying, hypothetical, and justifying questions. It provides strategies for critiquing questioning techniques, such as analyzing the complexity of questions and classifying them using Bloom's Taxonomy. The educational implications are that strategic questioning can help students learn how to listen and reflect on their learning through higher-order thinking.
The art of questioning
The document discusses the art of questioning in education. It outlines principles of effective questioning, including distributing questions evenly, balancing factual and thought-provoking questions, and encouraging critical thinking. It also describes different types of questions, levels of questioning based on Bloom's taxonomy, characteristics of good questions, and strategies for questioning students. The objectives at the end aim to have teachers list principles of questioning, define Bloom's levels, write examples of questions at each level, and analyze their own questioning techniques during a micro lesson.
Inductive method by Anna Mapeth Evangelista
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
Lecture method ppt
The document discusses the lecture method of teaching. It is one of the oldest methods where the teacher is active and students are passive. The teacher presents content to students without considering their abilities, interests, or personalities. The lecture method aims to achieve cognitive and affective objectives. There are different types of lectures including traditional oral essays, participatory lectures, feedback lectures, and mediated lectures using media. Lectures are used to stimulate thinking, develop concentration and problem solving skills, and achieve cognitive objectives. The components of a lecture include an introduction to engage students, the body of the lecture presenting content, and a conclusion summarizing key points. Advantages are that it can present a large amount of information efficiently, while disadvantages include limited student
Activity based approach of learning mathematics-Thiyagu
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
Essay question construction
The document discusses essay questions as an assessment tool, comparing restricted response and extended response essay questions. It outlines the advantages and disadvantages of using essay questions, and provides tips for constructing, scoring, and evaluating essay questions and responses. Restricted response questions limit the scope and response, while extended response allows more freedom in topic selection and organization. Scoring can be done using analytic or holistic rubrics, with clear scoring criteria and examples of expected responses. The document aims to provide guidance on effectively utilizing essay questions to assess higher-order thinking skills.
The Art of Questioning
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Short answer questions
Short answer questions (SAQ) are open-ended questions that require students to write out an answer rather than select from options. They are used to assess basic knowledge and understanding. SAQ should use precise language and focus on important content. They are structured to test recall of specific facts and knowledge through brief, targeted answers. SAQ have advantages like being easy to score, improving reliability, and allowing for better content coverage than essays. However, they are not suitable for measuring complex learning or analytical reasoning abilities. Examples of good and bad SAQ structures are provided.
test construction in mathematics
This document provides information about unit tests, including their purpose, characteristics, types, and how to plan and construct them. It discusses how unit tests are used to assess student learning at the end of a teaching period, identify student strengths and weaknesses, and provide feedback to improve teaching. There are two main types of unit tests: teacher-made tests developed by the classroom instructor, and standardized tests developed by experts and administered uniformly. When planning a unit test, teachers should consider what knowledge or skills they want to assess, whether to focus on the problem-solving process or final product, and how students will communicate their answers.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Effective questioning techniques
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Methods of teaching - Lecture method
Lecture method, Introduction of Lecture method, Merits of Lecture method, When to resort to this technique, Evaluating this technique, demerits of lecture method,
Teaching approaches
The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Effective questioning techniques (aslam)
The document discusses different types of questions teachers can ask students, including yes/no, either/or, and WH questions, and provides examples. It also covers strategies for eliciting short and long answers and different methods for organizing question-answer work in the classroom, noting that strategy B of pausing for students to think before choosing one to answer is generally most effective.
Art of Questioning
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
Inquiry method
The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
Discipline model
The document discusses strategies for effective classroom management and discipline from the "Tools for Teaching" model. It recommends determining clear classroom rules and procedures, engaging lesson plans, moving around the classroom, developing positive student relationships, and addressing misbehavior promptly while remaining calm. The strategies aim to prevent issues through structure and motivate good behavior with incentives like preferred learning activities.
Problem Solving Method
The document outlines the problem solving method, which involves using a process of reflective thinking or reasoning to find solutions to problems. It defines problem solving as using rules to achieve goals or as concept formation and discovery learning. The key steps in the problem solving method are: 1) identifying and defining the problem clearly, 2) analyzing the problem by identifying given facts, 3) formulating tentative hypotheses to search for tentative solutions, 4) testing hypotheses to find a valid solution, and 5) verifying and checking results. The method helps develop reasoning skills but requires talented teachers and is not suitable for lower classes.
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Experiential Learning
Experiential learning involves acquiring knowledge through direct observation and experience, followed by analysis and understanding. It is effective because children learn best from real-world experiences with objects and other people. Experiential learning requires personal involvement in tasks, discovery by the student, and clear objectives. It emphasizes directly experiencing the subject matter and drawing conclusions from experiences. Teachers should involve students in planning, allow reflection time, focus on positive feelings, and encourage sharing experiences with others to facilitate experiential learning.
art of questioning.pptx
This document discusses questioning as a key teaching technique and provides information on the purposes and types of questions. It outlines low-level and high-level questions, convergent and divergent questions, and questions used in open discussion such as eliciting, probing, and closure-seeking questions. Guidelines are provided on asking questions, including wait time, prompting, redirection, and probing. Tips are given for framing effective questions and handling student responses.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
More Related Content
What's hot
Inductive method by Anna Mapeth Evangelista
The inductive method is an indirect teaching approach where the teacher presents multiple examples to students rather than stating rules upfront. Students observe the examples, discuss patterns and commonalities, and work to generalize rules and conclusions. The key steps are: (1) presenting examples, (2) having students observe patterns, (3) guiding students to determine general rules or principles through discussion, and (4) testing understandings with new examples. Advantages include increased student engagement and starting with their prior knowledge, while disadvantages are that it requires more time and expert facilitation skills from teachers.
Lecture method ppt
The document discusses the lecture method of teaching. It is one of the oldest methods where the teacher is active and students are passive. The teacher presents content to students without considering their abilities, interests, or personalities. The lecture method aims to achieve cognitive and affective objectives. There are different types of lectures including traditional oral essays, participatory lectures, feedback lectures, and mediated lectures using media. Lectures are used to stimulate thinking, develop concentration and problem solving skills, and achieve cognitive objectives. The components of a lecture include an introduction to engage students, the body of the lecture presenting content, and a conclusion summarizing key points. Advantages are that it can present a large amount of information efficiently, while disadvantages include limited student
Activity based approach of learning mathematics-Thiyagu
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
Essay question construction
The document discusses essay questions as an assessment tool, comparing restricted response and extended response essay questions. It outlines the advantages and disadvantages of using essay questions, and provides tips for constructing, scoring, and evaluating essay questions and responses. Restricted response questions limit the scope and response, while extended response allows more freedom in topic selection and organization. Scoring can be done using analytic or holistic rubrics, with clear scoring criteria and examples of expected responses. The document aims to provide guidance on effectively utilizing essay questions to assess higher-order thinking skills.
The Art of Questioning
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Short answer questions
Short answer questions (SAQ) are open-ended questions that require students to write out an answer rather than select from options. They are used to assess basic knowledge and understanding. SAQ should use precise language and focus on important content. They are structured to test recall of specific facts and knowledge through brief, targeted answers. SAQ have advantages like being easy to score, improving reliability, and allowing for better content coverage than essays. However, they are not suitable for measuring complex learning or analytical reasoning abilities. Examples of good and bad SAQ structures are provided.
test construction in mathematics
This document provides information about unit tests, including their purpose, characteristics, types, and how to plan and construct them. It discusses how unit tests are used to assess student learning at the end of a teaching period, identify student strengths and weaknesses, and provide feedback to improve teaching. There are two main types of unit tests: teacher-made tests developed by the classroom instructor, and standardized tests developed by experts and administered uniformly. When planning a unit test, teachers should consider what knowledge or skills they want to assess, whether to focus on the problem-solving process or final product, and how students will communicate their answers.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Effective questioning techniques
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Methods of teaching - Lecture method
Lecture method, Introduction of Lecture method, Merits of Lecture method, When to resort to this technique, Evaluating this technique, demerits of lecture method,
Teaching approaches
The document discusses various teaching approaches and methods. It begins by defining teacher-centered and student-centered approaches, noting that student-centered focuses more on student engagement and interaction. It then provides examples of different teaching strategies like lectures, active learning, critical thinking, and cooperative learning. Finally, it elaborates on specific teaching methods such as explaining, demonstrating, collaborating, brainstorming, direct teaching, lectures, role-playing, and games.
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Effective questioning techniques (aslam)
The document discusses different types of questions teachers can ask students, including yes/no, either/or, and WH questions, and provides examples. It also covers strategies for eliciting short and long answers and different methods for organizing question-answer work in the classroom, noting that strategy B of pausing for students to think before choosing one to answer is generally most effective.
Art of Questioning
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
Inquiry method
The document describes the inquiry method of education. It discusses that the inquiry method is student-centered and focuses on asking questions to drive learning. It outlines three phases of inquiry-based learning: interaction, clarification, and questioning. For each phase, it provides details on the activities and tone. It also discusses the merits, including that it allows students to learn independently and creatively. The demerits are that it is time-consuming, requires a creative teacher, and not all students may benefit equally.
Discipline model
The document discusses strategies for effective classroom management and discipline from the "Tools for Teaching" model. It recommends determining clear classroom rules and procedures, engaging lesson plans, moving around the classroom, developing positive student relationships, and addressing misbehavior promptly while remaining calm. The strategies aim to prevent issues through structure and motivate good behavior with incentives like preferred learning activities.
Problem Solving Method
The document outlines the problem solving method, which involves using a process of reflective thinking or reasoning to find solutions to problems. It defines problem solving as using rules to achieve goals or as concept formation and discovery learning. The key steps in the problem solving method are: 1) identifying and defining the problem clearly, 2) analyzing the problem by identifying given facts, 3) formulating tentative hypotheses to search for tentative solutions, 4) testing hypotheses to find a valid solution, and 5) verifying and checking results. The method helps develop reasoning skills but requires talented teachers and is not suitable for lower classes.
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Experiential Learning
Experiential learning involves acquiring knowledge through direct observation and experience, followed by analysis and understanding. It is effective because children learn best from real-world experiences with objects and other people. Experiential learning requires personal involvement in tasks, discovery by the student, and clear objectives. It emphasizes directly experiencing the subject matter and drawing conclusions from experiences. Teachers should involve students in planning, allow reflection time, focus on positive feelings, and encourage sharing experiences with others to facilitate experiential learning.
What's hot (20)
Activity based approach of learning mathematics-Thiyagu
Activity based approach of learning mathematics-Thiyagu
Similar to Questioning Techniques
art of questioning.pptx
This document discusses questioning as a key teaching technique and provides information on the purposes and types of questions. It outlines low-level and high-level questions, convergent and divergent questions, and questions used in open discussion such as eliciting, probing, and closure-seeking questions. Guidelines are provided on asking questions, including wait time, prompting, redirection, and probing. Tips are given for framing effective questions and handling student responses.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
probing questions.pptx
Skill of Probing Questions
Samruddhi Chepe
Questioning to promote higher-order Thinking
To open new ideas and creative mental habits
An open-ended- Which encourage divergent thinking
Nurturing educational environment strengthens the brain
Taxonomy of Benjamin Bloom
Categorized level of abstraction of questions-
Knowledge-List, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension- Summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application- Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Strategies to make classrooms more interrogative
Use the think-pair-share strategy to allow students to respond to questions cooperatively
Avoid predictable question patterns
Ask students to “unpack their thinking”
Promote active listening by asking for summaries
Ask students why they hold a particular position or point of view on a subject
Survey the class
Encourage student-constructed questions
Use hypothetical thinking
Employ reversals
Apply different symbol
Use analogies
Analyze points of view
Questioning skill
Structure-
Grammatically correct
Relevant
Specific
Concise
Process-
Speed of asking questions
Voice
Unnecessary repetition of questions as well as students’ answers
Distribution
Product-
Interest created, attentiveness
Rapport built
Previous knowledge of pupils
Maturity level of pupils
Difficulty level of questions
Avoid
Questions requiring yes or no answers
Leading, suggestive questions
Double barreled questions
Elliptical questions
General/ambiguous questions
Terms beyond the understanding of students
Rhetorical questions
Unnecessary repetition of questions
Unnecessary repetition of answers given by students
Answering your own
Showing anger, impatience, ridicule for wrong, inadequate or slow answer
Asking only the recall/memory based questions
Responses
No response
Wrong response
Partially correct response
Incomplete response
Correct (criterion) response
The components of skill of probing questions
Prompting- No response, a partially correct response or wrong response
Seeking further information- When response obtained from the student is incomplete
Refocusing- Correct response, to view students responses in relation to other similar situations
Increasing Critical Awareness-To increase student ability to look at situations deeply, critically
Criterion Response- To clear ideas and to get correct response
Guidelines……
Questions were grammatically correct
Questions were relevant to the top
Questions were specific
Questions were concise
Questions were put with paper pause
Questions were followed by proper pause
Questions were put with proper voice
Question and Questioning
This document discusses principles of effective questioning and Bloom's Taxonomy of cognitive skills. It aims to help learners understand key principles of questioning, define Bloom's six levels of thinking, write questions for each level and justify their categorization. The document outlines 10 principles of good questioning, explains Bloom's six levels from Knowledge to Creating, and provides guidance on analyzing and categorizing questions according to Bloom's Taxonomy.
The Art of Questioning.pptx
This document discusses the importance of questioning skills for teachers. It identifies questioning as a key component teaching skill and outlines several purposes of effective questioning, including motivating students, creating interest, testing knowledge, and stimulating thinking. The document then provides guidelines for developing high-quality questions, such as being clear, purposeful, and thought-provoking. It also discusses best practices for questioning techniques, such as pausing after asking questions, calling on students randomly, and distributing questions across cognitive levels and students. Overall, the document emphasizes that mastering questioning skills is an important art for effective teaching.
THE ART OF QUESTIONING.ppt
This document discusses the importance and techniques of questioning in teaching. It begins by outlining the objectives of developing varied questions under Bloom's cognitive domains and acquiring questioning techniques. It then provides examples of questions to ask before, during, and after instruction to motivate students, assess understanding, and have them relate concepts. The document also discusses characteristics of good questions and techniques for handling student responses and questions. It emphasizes creating clear, thought-provoking questions and encouraging rather than criticizing students. Overall, the document promotes using questioning strategically to enhance the teaching and learning process.
4 skills coursebook
a coursebook for learning how to teach English. Covers the 4 skills. More info and get here - http://eflclassroom.com/store/products/4-skills-book/
THE ART OF QUESTIONING
This document outlines objectives and guidelines for effective questioning in the classroom. It discusses the purposes of questioning, principles of good questioning, Bloom's Taxonomy of cognitive levels, types of questions, and strategies for developing and critiquing questions. The objectives are to understand principles of questioning, Bloom's levels, write questions at each level, justify question categorizations, create a lesson with different question types, and analyze used questions.
Art of Questioning.pdf
The document provides guidance on effective questioning techniques for teachers. It discusses waiting an appropriate amount of time for student responses, directly calling on students, redirecting or probing students for better answers, and providing honest praise and feedback. Some key benefits of increasing wait-time are that it leads to longer, more thoughtful responses from students. The document also lists various dos and don'ts for constructing high-quality questions at different levels of difficulty in order to engage all students.
Effective questioning and reacting techniques
The document discusses questioning techniques that teachers can use to generate interaction in the classroom. It identifies different types of questions, such as convergent and divergent questions, and skills teachers should develop like varying question types and allowing sufficient wait time. Teachers are advised to know their own questioning style, increase their repertoire of high-level questions, and consider students' abilities when asking questions. The document also provides tips for encouraging students to ask questions, such as praising well-formulated questions, attending to students' questions, and allotting time for open questioning.
Method of teaching science, llllllllllllll
This document provides guidelines for effective questioning techniques and lesson planning. It discusses calling on students randomly, using a variety of question types, waiting 3-5 seconds after asking a question before calling on a student, having students respond to each other's answers, and relating questions to students' lives. The document also contrasts deductive and inductive instructional approaches and direct instruction techniques like explicit teaching and guided practice.
Art of-questioning (1)
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
Teacher centered instructional methodsstrategies
It is a presentation on Teacher centered Instruction and Methodologies to help students to understand it and explore it easily
effective question and reacting techniques
This document discusses effective questioning and response techniques for teachers. It covers:
1. Different types of questions according to purpose, including for assessing cognition, verification, creative thinking, evaluating, productive thinking, motivating, and instructing.
2. Types of questions according to level/answer, including low-level, high-level, convergent, and divergent questions.
3. Skills needed for generating student interaction, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing wait time.
4. Ways to handle student responses, including providing feedback, praise, follow-up questions, and redirecting or explaining questions and answers.
7-A-Review-on-Principles-of-Teaching.ppt
This document discusses principles of effective teaching. It provides guidance on creating a positive learning environment, checking student attendance efficiently, answering student questions, motivating students, asking effective questions, and using different teaching approaches like process-based and inquiry-based learning. Some key recommendations include encouraging participation, preparing a seating chart, admitting when you don't know an answer, varying activities to prevent boredom, and allowing students to pursue their own questions through guided experiments and observations.
Chapter 8 – chappis ben & kathleen
Daily questioning can be an effective form of assessment. Through questions, teachers can check for understanding, access prior knowledge, and provoke thinking. This can be done through class discussions, conferences, oral exams, and student journals. However, certain conditions must be met for personal communication assessments to be effective. Teachers and students must share a common language, and enough information must be gathered to make inferences. Questioning is best used formatively to guide instruction rather than summatively.
classroom questioning
This document discusses classroom questioning techniques for teachers. It covers types of questions, framing questions, and strategies for effective questioning. Specifically, it discusses Bloom's Taxonomy for classifying questions, convergent vs divergent questioning strategies, and techniques like no hands, call and response, simplifying questions, and wait time. The goal of questioning is to actively engage students, evaluate understanding, and develop higher-order thinking skills. Effective questioning is an important teaching tool.
Peer instruction method
The document introduces the peer instruction method, which is an active learning strategy where an instructor poses a conceptual multiple-choice question to students, provides time for individual reflection and voting, has students discuss their answers in pairs or groups, votes again, and the instructor explains the concept based on student understanding. The goal is to engage students, address misconceptions, and promote deeper learning through structured questioning and peer discussion.
Effective_Questioning &Talk.pdf
Questioning is an important tool for AFL.
Effective questioning helps students improve their critical thinking and communication skills.
It helps teachers to assess their learners and their own teaching. It helps teachers to modify their teaching practices
CLIL
The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
Similar to Questioning Techniques (20)
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Questioning Techniques
- 2. Effective questioning techniques: 1. Varying type of questions. 2. Asking non-directed question- pose the question first, then call on a student to answer. Direct the question to all. 3. Calling on non-volunteers. 4. Rephrasing- if you sense that the question is not understood, simplify it or ask it in another way. 5. Sequencing logically- it is asking related questions from simple to complex one after another.
- 3. 6. Requiring abstract thinking- this means going beyond simple recall questions. 7. Asking open-minded question- this means asking divergent questions to develop higher order thinking skills. 8. Allowing for sufficient wait time- a.)level of difficulty, b.)the type of response required, c.)background knowledge of respondent, d.)the intellectual ability of the respondent.
- 4. Providing sufficient wait time can achieve the following: a. Motivate slow thinking students to respond b. Improves the quality of the response made c. Decreases the amount of guessing or wrong response d. Increases the number of correct responses e. Leads the teacher to vary his question f. Provides time for the teacher to evaluate the answers given g. Encourages the students to ask their own question; give them ample time to think about the answer.
- 5. 9. Involving as many as possible- distribute your questions to as many students. Widen participation. 10. Directing (Ask the question then call a student‘s name)- Avoid fixed predictable order when calling student’s names. -Call on non-volunteers who manifest signs that they know the answers. -Do not embarrass students because of their inability to answer the question.
- 6. 11. Redirecting (Ask the question, call a student to answer, and call again another student to correct, elaborate, or extend previous answers.)- Use redirecting questions for high achieving students. 12. Probing ( Ask the question again if the student fails to answer, rephrase or simplify but stay on with the same student.)-Use probing for low achieving students. -Staying with the same students, ask follow up questions to clarify, rephrase the questions or ask related questions and restate the student’s idea.