This document discusses the importance and art of questioning in the learning process. It provides information on different types of questions, including lower-order and higher-order questions. Higher-order questions that promote critical thinking are most effective. The document also outlines purposes and principles of questioning, levels of questioning based on Bloom's Taxonomy, types of questions teachers can ask, and strategies for effective questioning. The overall message is that questioning is a key tool for teachers to engage students, check understanding, and stimulate critical thinking.

1. QUESTIONS
AND
QUESTIONING
The Art of Questioning

2. GOOD
AFTERNO
ON
FUTURE

3. AREYOU READY?

4. M
It occurs once in a
minute, twice in a
moment, but never
in an hour.

5. Neither,
the yolk
of eggs
are
yellow.
Is it correct to say
"the yolk of eggs is
white" or "the yolk
of eggs are white"?

6. The
horse's
name was
Friday
A cowboy rides into
town on Friday. He
stays three days,
then rides out of
town on Friday.
How?

7. E What letter comes
next: OTT F F S S ?

8. EAT
What common
English verb
becomes its own
past tense by
rearranging its
letters?

9. Good teaching is more a giving of
right questions than giving of right
answers.
Josef Albers (1888-1976)

10. CRITICALLY
LOGICALLY
CREATIVELY
Questions should play a central role
in the learning process.

11. The quality of the
teachers’ questions
affects the quality of
thinking in the
classroom.

12. LOQ
(Low Order
Questions)
HOQ
(Higher
Order
Questions)

13. KNOWLEDGE
AND
COMPREHENSION
LOW ORDER QUESTIONS
SIMPLE RECALL
CLOSE-ENDED
Questions that require
specific answers.

14. SYTHESIS
AND
EVALUATION
HIGHER ORDER QUESTIONS
HIGHER ORDER REASONING
OPEN-ENDED
Elicits discussion, brainstorm solutions to a
problem, or create opportunities for
thinking outside the box.

15. PURPOSES OF
QUESTIONING

16. To interest,
engage and
challenge the
learners;
1

17. To check on
prior
knowledge;
2

18. To stimulate
recall and use
of existing
knowledge;
3

19. To focus
thinking on
key concepts
and issues;
4

20. To extend learners’
thinking from the
concrete and factual
to the analytical and
evaluative;
5

21. To lead learners
through a planned
sequence which
progressively
establishes key
understandings;
6

22. To promote
reasoning, problem
solving, evaluation
and the formulation
of hypotheses;
7

23. To promote learners’
thinking about the
way they have
learned;
8

24. To develop critical
thinking skills;9

25. Provide feedback
and enliven
classroom
discussion;
10

26. Nurture insights by
exposing new
relationships;
11

27. Assess achievement
of instructional
goals and
objectives;
12

28. Stimulate students
to pursue knowledge
on their own.
13

29. Attending to the questions
Deciphering the meaning of
the question.
Generating a covert response.
Generating an overt response.
Revising the response.
SERIES OF STEPS IN
PRODUCING RESPONSES TO
QUESTIONS POSED

30. PRINCIPLES
OF
QUESTIONING
Richard L. Loughlin (1991)

31. Distribute questions.
1

32. Balance factual and
thought-provoking
questions.2

33. Ask both simple and
exacting questions.3

34. Encourage lengthy
responses and
sustained answers.4

35. Stimulate
critical
thinking.
5

36. Use the
overhead
technique.
6

37. Ensure
audibility.7

38. If the student asks a
question, don’t
answer it until
you’ve asked the
class, “How would
you answer that
question?”
8

39. Personalize
questions.9

40. Suggest
partnership.10

41. LEVELS OF
QUESTIONING

42. SYNTHESIS/CREATING
EVALUATION
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
BLOOM’S
TAXONOMY –
COGNITIVE
DOMAIN

43. TYPES OF
QUESTION

44. FACTUAL
QUESTION1Used to get information from the
students and often test rote memory.

45. CLARIFICATION
QUESTION2
Intend to provide clarity to both
students and teachers. It helps the
students to revisit their earlier
statements with alternative
perspectives.

46. BROADENING
OR EXTENSION
QUESTIONS3
Enlarge the existing theme, explore
implications of the response and can
be useful in opening up further
possibilities.

47. JUSTIFYING
QUESTIONS4Probe for assumptions and explore
reasons for particular answer.

48. HYPOTHETICAL
QUESTIONS5
Used to explore students’
understanding of complex situations
beyond the scope of a particular
encounter by creating hypothetical
scenarios.

49. QUESTIONS
ABOUT
QUESTIONS6Probe for reasons for the question
that students ask teachers.

50. REDIRECTED
QUESTIONS7
Address the same question to
several students and distribute
responsibility.

51. QUESTIONING
STRATEGIES
AND
TECHNIQUES

52. MR. ARNEL A. TURIANO
*Resource Speaker*
THANK YOU
AND
GOD BLESS!