This document provides information on questioning skills for teachers. It discusses the importance of questioning in the learning process and types of questions. Some key points:
- Questioning is an important teaching skill and helps gauge student learning, assist planning, and involve students.
- Questions should include open-ended, closed-ended, probing questions and vary in difficulty based on Bloom's Taxonomy.
- Open-ended questions encourage thinking while closed questions check facts. Probing questions explore details.
- Bloom's Taxonomy organizes question types from basic recall to higher-order thinking, including knowledge, comprehension, application, analysis, synthesis and evaluation.
- Effective questioning increases attainment, enhances retention
Lapu-lapu
Si Lapu-lapu ang kauna-unahang pinunong Pilipinong lumaban sa mga mananakop na Kastila. Pinamumunuan ni Magallanes ang unang pangkat ng mga Kastilang nagtangkang sumakop sa kapuluan. Nang dumating siya kasama ng kanyang mga sundalo sa pulo ng Mactan, magiting na ipinagtanggol ni Lapulapu at ng kanyang mga tauhan ang kalayaan nila. Napatay si Magallanes sa labanang iyon kaya't itinanghal na unang bayaning Pilipino si Lapu-lapu ng bansa.
Sa araling ito, tatalakayin natin ang mga pamamaraang ginamit ng mga Espanyol upang maipatupad ang Kolonisasyon. Pangunahin sa mga patakarang ito ang kristiyanisasyon, reduccion, tributo, encommienda, at polo y servicio o sapilitang paggawa. Tatalakayin din dito ang naging epekto ng mga patakaran sa mga katutubo at naging reaksiyon nila rito.
Lapu-lapu
Si Lapu-lapu ang kauna-unahang pinunong Pilipinong lumaban sa mga mananakop na Kastila. Pinamumunuan ni Magallanes ang unang pangkat ng mga Kastilang nagtangkang sumakop sa kapuluan. Nang dumating siya kasama ng kanyang mga sundalo sa pulo ng Mactan, magiting na ipinagtanggol ni Lapulapu at ng kanyang mga tauhan ang kalayaan nila. Napatay si Magallanes sa labanang iyon kaya't itinanghal na unang bayaning Pilipino si Lapu-lapu ng bansa.
Sa araling ito, tatalakayin natin ang mga pamamaraang ginamit ng mga Espanyol upang maipatupad ang Kolonisasyon. Pangunahin sa mga patakarang ito ang kristiyanisasyon, reduccion, tributo, encommienda, at polo y servicio o sapilitang paggawa. Tatalakayin din dito ang naging epekto ng mga patakaran sa mga katutubo at naging reaksiyon nila rito.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Quotations
• "A good question is never answered. It is not
a bolt to be tightened into place but a seed to
be planted and to bear more seed toward the
hope of greening the landscape of idea."
• To question well is to teach well. In the
skillful use of questions,more than anything
else, lies the fine art of teaching.
3. Importance of Questioning in Teaching
Learning Process:
As per Government G.R. dated 20 Aug.2010.
1) Teachers are expected to prepare question paper at this level.
Papers prepared by external agency should not be used.
1) Teachers questioning skills need to be developed .
2) Teachers are expected to continue preparing new questions to
add to the question bank.
3) The open ended questions as far as possible.
4) Question which demand .creative responces.
5) Prepare questions based on varity of objectives like
knowledge,application,understanding, skill, interest, apprciation.
etc.
6) Question based on not learning mechanical reply should not be
encouraged.
4. Open & Closed Ended Questions
A closed ended question(CEQ) can be answered
with either a single word or a short phrase.
An open ended question(OEQ) is likely to receive
a long or multiple answers.
Characteristics :
*CEQ give us facts ,are easy & quick to answer,&
keep control of the conversation.
*OEQ ask respondent to think & reflect, give
opinions & feelings,& take control of the
conversation.
5. Features of Open Ended Questions
• No fixed method
• No fixed answer/Many possible answers
• Solved in different ways & on different levels
• Offer student room for own decision making &
natural mathematical way of thinking
• Develop reasoning & communication skills
• Open to student’s creativity & imagination
• Focuses on student’s understanding & ability to
reason & apply knowledge
6. Things to remember while preparing
questions:
1)Read the content thoroughly
2) Decide the types of questions to be prepared
3) Prepare the blue print for proper distribution of
weightage
4) Generate questions as per the type & weightage
decided
5) Classify the questions as per the given tables
7. Blue Print of Question Paper
Sr. no. Name of
the topic Q.1
(A)
Q.1
(B)
Q.2
(A)
Q.2
(B)
Q.2
(C)
Q.3
(A)
Q.3
(B)
Q.3
(C)
Chapter wise
Total with
options
1.
2.
3.
4.
5.
6.
Total
(without
options)
Total
(with
Class: Subject:
8. Table No.1
Objective type Questions Short Answer Questions Long Answer Questions
Table No.2
Knowledge Understanding Application Skill Synthesis Analysis Evaluation
Classification as per the Objectives
Classification as per Question type
9. Table No.3
Open Response Values Core Component Life Skills
Objective Question type Question No. Characteristics
Table No.4
Summarising tables 1,2 &3
Classification as per Characteristics
10. Learning should inculcate…
LIFE SKILLS CORE COMPONENTS OF NPE-
1986
VALUES
Self-awareness India’s Freedom Movement Punctuality
Empathy The constitutional obligations Neatness
Problem solving Nurturing national identity Dignity of labour
Decision Making India’s common cultural heritage Gender Equality
Effective Communication Equality, democracy & Secularism Scientific Attitude
Interpersonal relations Gender Equality National Integration
Creative thinking Protection of the environment patriotism
Critical thinking Removal of Social Barriers Sensitivity
Coping with emotions Small family norms Religious Tolerance
Coping with stress Scientific Temper Courtesy
12. Purpose of Questioning:
•They can help the teacher gauge how effectively
pupils are learning
•They can assist the teacher in forward planning
•They can be used to involve pupils in on-going
classwork
•They can give pupils opportunities to articulate
their understanding
•They should give opportunities for successful
answers, but should also provide challenge
•Pupils’ communication skills & Social skills can
also be improved
13. •Pupils can be invited to ask questions
themselves, which can lead to more
sophisticated discussions
•To develop interest and motivate students to
become actively involved in lessons
•To evaluate students' preparation and check
on homework or seatwork completion
•To develop critical thinking skills and inquiring
attitudes
•To review and summarize previous lessons
Purpose of Questioning:
14. TYPES OF QUESTIONS
Open questions
• These are useful in getting another person to speak. They
often begin with the words: What, Why, When, Who
• Sometimes they are statements: “tell me about”, “give me
examples of”.
• They can provide you with a good deal of information.
Closed questions
• These are questions that require a yes or no answer and are
useful for checking facts. They should be used with care - too
many closed questions can cause frustration and shut down
conversation.
Specific questions
• These are used to determine facts. For example “How much
did you spend on that”
Probing questions
• These check for more detail or clarification. Probing questions
allow you to explore specific areas. However be careful
because they can easily make people feel they are being
interrogated
15. Hypothetical questions
• These pose a theoretical situation in the future. For
example, “What would you do if…?’ These can be used to
get others to think of new situations. They can also be used
in interviews to find out how people might cope with new
situations.
Reflective questions
• You can use these to reflect back what you think a speaker
has said, to check understanding. You can also reflect the
speaker’s feelings, which is useful in dealing with angry or
difficult people and for defusing emotional situations.
Leading questions.
• These are used to gain acceptance of your view – they are
not useful in providing honest views and opinions. If you
say to someone ‘you will be able to cope, won’t you?’ they
may not like to disagree.
TYPES OF QUESTIONS
16. Bloom’s Taxonomy of Learning
• According to Benjamin Bloom, and his colleagues,
there are six levels of cognition:
• Knowledge: rote memorization, recognition, or recall
of facts
• Comprehension: understanding what the facts mean
• Application: correct use of the facts, rules, or ideas
• Analysis: breaking down information into component
parts
• Synthesis: combination of facts, ideas, or information
to make a new whole
• Evaluation: judging or forming an opinion about the
information or situation
17. Bloom’s Taxonomy
• Taxonomy of Cognitive Objectives
• 1950s-developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of
thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied
models
• Provides a way to organisethinking skills into six
levels, from the most basic to the higher order
levels of thinking
• 1990s-LorinAnderson (former student of Bloom)
revisited the taxonomy
19. Different Types of Questions based
on Bloom's Taxonomy
Lower Order
Knowledge (Remembering)
These types of questions test the students’ ability to
memorize and to recall terms, facts and details without
necessarily understanding the concept.
Key Words: Memorize, Define, Identify, Repeat, Recall, State,
Write, List & Name
Comprehension (Understanding)
These questions test the students’ ability to summarize
and describe in their own words without necessarily relating it
to anything.
Key Words: Describe, Distinguish, Explain, Interpret, Predict,
Recognize & Summarize
20. Different Types of Questions based
on Bloom's Taxonomy
• Higher Order
Application (Transferring)
Application questions encourage students to apply or
transfer learning to their own life or to a context different
than one in which it was learned.
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, Infer,
Relate, Research & Separate
21. Different Types of Questions based
on Bloom's Taxonomy
• Synthesis (Creating)
These questions encourage students create
something new by using a combination of ideas from
different sources to form a new whole.
Key Words: Arrange, Combine, Create, Design,
Develop Formulate, Integrate & Organize
• Evaluation (Judging)
Evaluation questions encourage students to develop
opinions and make value decisions about issues
based on specific criteria.
Key Words: Assess, Critique, Determine, Evaluate,
Judge, Justify, Measure & Recommend
22. Bloom’s Taxonomy-Sample Questions
Useful Verbs
• List
• Locate
• Name
• Recognize
• State
• Describe
• Recall
• Repeat
• Retrieve
Sample Question Stems
• What happened after...?
• How many...?
• Who was it that...?
• Can you name the...?
• Describe what happened
at...?
• Who spoke to...?
• Can you tell why...?
• Find the meaning of...?
• What is...?
• Which is true or false...?
Knowledge
23. Understanding
Useful Verbs
• Conclude
• Define in your own words
• Predict
• Tell
• Identify
• paraphrase
• Summarize
• Categorize
• Match
• Sort
• Compare
• Contrast
Sample Question Stems
• Can you write in your own words...?
• Can you write a brief outline...?
• What do you think could of
happened next...?
• Who do you think...?
• What was the main idea...?
• Who was the key character...?
• Can you distinguish between...?
• What differences exist between...?
• Can you provide an example of what
you mean...?
• Can you provide a definition for...?
Bloom’s Taxonomy-Sample Questions
24. Applying
Useful Verbs
• Generalize
• Infer
• Show
• Use
• Solve
• Illustrate
• Examine
• Classify
• Construct
Sample Question Stems
• Do you know another instance
where...?
• Could this have happened in...?
• Can you group by characteristics such
as...?
• What factors would you change if...?
• Can you apply the method used to
some experience of your own...?
• What questions would you ask of...?
• From the information given, can you
develop a set of instructions about...?
• Would this information be useful if
you had a ...?
Bloom’s Taxonomy-Sample Questions
25. Analyzing
Useful Verbs
• Distinguish
• Select
• Arrange
• Organize
• Outline
• Examine
• Compare
• Investigate
• Explain
Sample Question Stems
• Which events could have happened...?
• If ... happened, what might the ending have
been?
• How was this similar to...?
• What was the underlying theme of...?
• What do you see as other possible outcomes?
• Why did ... changes occur?
• Can you compare your …with that presented
in...?
• Can you explain what must have happened
when...?
• How is ... similar to...?
• What are some of the problems of...?
• Can you distinguish between...?
• What were some of the motives behind...?
• What was the turning point in the game?
• What was the problem with...?
Bloom’s Taxonomy-Sample Questions
26. Evaluating
Useful Verbs
• Assess
• Justify
• Critique
• Judge
• Debate
• Verify
• Argue
• Discuss
• Determine
Sample Question Stems
• Is there a better solution to...?
• Judge the value of...
• Can you defend your position about...?
• Do you think ... is a good or a bad thing?
• How would you have handled...?
• What changes to ...
• would you recommend?
• Do you believe…?
• Are you a ... person?
• How would you feel if...?
• How effective are...?
• What do you think about...?
Bloom’s Taxonomy-Sample Questions
27. Creating
Useful Verbs
• Design
• Compose
• Plan
• Hypothesize
• Revise
• Create
• Invent
• Imagine
Sample Question Stems
• Can you design a ... to ...?
• Why not compose a song about...?
• Can you see a possible solution to...?
• If you had access to all resources how
would you deal with...?
• Why don't you devise your own way
to deal with...?
• What would happen if...?
• How many ways can you...?
• Can you create new and unusual uses
for...?
• Can you write a new recipe for a tasty
dish?
Bloom’s Taxonomy-Sample Questions
28. Applying Bloom’s Taxonomy
To really understand what this means, let's takeGoldilocks and
the 3 Bears to apply Bloom's taxonomy to.
Knowledge
Who was the biggest bear? What food was too hot?
Comprehension
Why didn't the bears eat the porridge?
Why did the bears leave their house?
Application
List the sequence of events in the story.
Draw 3 pictures showing the beginning, middle and ending of
the story.
30. Applying Bloom’s Taxonomy
• Analysis
Why do you think Goldilocks went for a sleep?
How would you feel if you were Baby Bear?
What kind of person do you think Goldilocks is and why?
• Synthesis
How could you re-write this story with a city setting?
Write a set of rules to prevent what happened in the story.
• Evaluation
Write a review for the story and specify the type of audience
that would enjoy this book.
Why has this story been told over and over again throughout
the years?
Act out a mock court case as though the bears are taking
Goldilocks to court.
