EDU 024: Principles of Teaching 2

Student Activity Sheet #2

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDAY 8:00AM-11:00AM

Lesson Title: Art of Questioning Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Student Activity Sheet
1.analyze the effective questioning and reacting techniques; and References:
2. create examples of HOTS type of questions. Corpuz, B. et.al., Principles of
Teaching
1. Bilbao P., 2015, On Becoming 21st
Century Teacher

Productivity Tip:
Be strong! Continue to strive for excellence. You are great!

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Hello! Kumusta? Today is another great day. But first, let us check your breastplate of knowledge to
better prepare us in the battlefield of learning. Last meeting, we talked about some of the qualities of a
good teacher. Now, try to answer this for 2 minutes to check if you still remember the things we
discussed last meeting. C’mon, let’s get going!

Activity 1: What I Know Chart, part 1 (3 mins)

For our first activity today, you will answer the questions written below. This activity aims to check your
prior knowledge about the subject. Queries are given below for you to ponder and you are given three
(3) minutes to write your reflections in the What I Know column. Ready? You may start now!

What I Know Questions: What I Learned (Activity 4)

Closed and open questions,
leading questions, recall
questions and loaded
questions.
1.What are the various types of
questions to create a highly
interactive classroom?
 Rethorical questions
 Cognitive-memory
questions
 Convergent Thinking
questions
 Divergent Thinking
questions
 Evaluative thinking
questions

This document is the property of PHINMA EDUCATION

 Providing feedback, giving
appropriate praise to high
quality responses, following
up a student’s response,
explaining the question,
rephrasing the question, and
redirecting questions to other
students
2. What are some effective  A teacher should make
reacting techniques? every effort to show an
appreciative attitude
toward student answers.
 A teacher should never
allow wrong answers to
slip by; otherwise the
students will learn wrong
facts and concepts.
 Correct answers of
students should be
followed with encouraging
remarks by the teacher.
 Clarity in every point
expressed by the students
should be insisted upon
by the teacher.

Encouraging participation 3. What kind of questioning skills  Provides cues and

and using of silence
(interactions pauses to
emphasize the point and give
few moment to gather their
thoughts)
are highly effective? supplying hints/tips.
 Teacher should ask
questions first and then
wait for the class to think
before calling anyone.

B. MAIN LESSON

1) Activity 2: Content Notes (13 mins)

Good job! I know you could do it. Now, you will discover the different types of questions and reacting
techniques that will guide you in creating a highly interactive learning environment. But first, read with
understanding the following concepts which will be convenient in having a better grasp of the next lessons.
Ready? Begin.
Purpose for Asking Uses of Questions
Questions

o assessing cognition o stimulate thinking

o verification o motivate
o creative thinking o diagnose difficulties
 o evaluating o discover interests
o productive thinking o help organize and evaluate
o motivating o relate pertinent experiences to the lesson
o instructing o focus attention to the key points of the lesson
o develop new appreciations and attitudes
o provide drill and practice
o show relationships, such as cause and effect
o encourage the application of concepts
o encourage peer evaluation

A good question is…

1. Simple and clear
2. Definite
3. Challenging and thought provoking
4. Adapted to the age, abilities, and interests of the students
5. Require an extended response

Techniques of Questioning:
1. Questions should be asked in a natural and well-modulated voice.
2. A teacher should ask the question first and then wait for the class to think
about it before calling on a student to answer the question(s).
3. A sufficient number of questions should be asked to stimulate students to activity
4. A teacher should refrain from repeating questions.
5. Questions should be evenly distributed so that the majority of the pupils can take part in the
discussion.
6. A teacher should avoid resorting to any mechanical system of fielding questions to the class
(alphabetical order, row by row).
7. A teacher should ask questions that are really interesting and thought provoking.
8. Teachers should have their own style of questioning
9. Teachers increase their repertoire of type of questions
10. Teachers provide cues:
a. Acknowledging the correct part of the answer and calling attention to the wrong portion
b. Supplying hints or tips
c. Immediately asking another question to clarify the former
d. Redirecting and refocusing
Handling students’ responses…
 1. A teacher should make every effort to show an appreciative attitude toward student answers.
2. A teacher should never allow wrong answers to slip by; otherwise the students will learn wrong facts
and concepts.
3. Correct answers of students should be followed with encouraging remarks by the teacher.
4. Clarity in every point expressed by the students should be insisted upon by the teacher.
5. Answering in concert should be discouraged.
6. A teacher should encourage students to answer in a loud and clear voice.
7. Students should be encouraged to answer in complete thought units and grammatically correct
statements.
8. Teachers should refrain from marking the students in their record book during class recitation.

Handling students’ questions…

1. Student questions should be welcomed by a teacher.
2. A teacher should not answer a student question right away.
3. Indiscriminate student questions should not be allowed.

Encouraging students to ask questions…

1. Praise correctly formulated questions.
2. Attend to their questions.
3. Allot an appropriate time slot for open questioning.
References:
1. Acero et al. Principles and Strategies of Teaching (pp. 201-216)
2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp. 110-115)
 WHAT QUESTIONS MAY BE ASKED?

1. RHETORICAL QUESTIONS – no answer is expected from the class.

2. COGNITIVE-MEMORY QUESTIONS – require recall of facts, formulas, procedures, and other
information.
3. CONVERGENT THINKING QUESTIONS – requires application of information and analysis of factors
4. DIVERGENT THINKING QUESTIONS – require synthesis thinking with students expected to
develop new information by combining new ideas into a new plan, solution or product.
5. EVALUATIVE THINKING QUESTIONS – require students to judge, value, choose, criticize, defend
or justify some information.

2) Activity 3: Skill-building Activities

A. You Have the Final Say

You did it! Keep going. After processing the different types of questions and the techniques for a highly
 interactive learning environment, listed below are some questions for reflections. This activity which we call as
You Have the Final Say expects you to ponder on the following given questions. You are given 5 minutes to
answer the questions. Ready? Start!

1. Make a list of FIVE effective and FIVE ineffective praises.

Effective Praises Ineffective Praises

Keep using your strategies, you are making good Way to go.
progress!
You’re a great example for others. It’s fine.
Wow, you really put so much effort making this! It’s acceptable.
That’s a very creative thought! You rock!
You always have an outstanding performance! Oh, that’s okay.

2. Provide one (1) example in each type of questions. Use the space below to write your answer.
Type of Questions Example

Cognitive-Memory What did we discuss last meeting? Can anyone share

their understanding in the previous discussion?
Convergent What was the reason why we need to study the
importance of child and growth development as future
educators?
Divergent What if Spain failed to conquer the Philippines, how
would that affect our current situation?
Evaluative What references did you use in writing your research
paper?

1) Activity 4: What I Know Chart, part 2 (2 mins)

Congratulations! Great job! After doing the activities, this time I want you to go back again to the questions in
the What I Know Chart from Activity 1 and write your answers to the questions based on what YOU NOW
KNOW in the third column of the chart, What I Learned. Write the things you have learned from today’s lesson.
You are only given 2 minutes for this. Clear? Start!

If you are done with Activity 4 proceed to Activity 5

2) Activity 5: Check for Understanding (5 mins)

Multiple Choice. Encircle the letter of the correct answer then, check your answers against the Key to
Corrections found at the end of this SAS. Write your score on your paper

1. Teacher C asked the class: Is the class answer correct? Student A said “No”. Teacher C asked the same
student “why ‘no”? Which did Teacher C do?
A. Directing C. Repeating
D. Rephrasing B. Probing

2. Which type of question allow students to criticize, justify, or judge information taught?
A. Cognitive-Memory C. Evaluative
B. Convergent D. Divergent

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Awesome! Congratulations for a job well done! The battle is about to end, but keep going! You’re working well.
C’mon! Let’s check your understanding! Let us see how well you understood our lesson by having this activity
called, Muddiest Point. You need to explain in 2-3 sentences new things that you have learned from the
discussion. Ready? Lezz go!

I have learned that there are proper or effective praises that we can use to appreciate our student’s work. I
have also understood how to properly response in student’s question. And lastly, I have learned the
various types of questioning that promotes highly interactive discussion.
FAQs
1. How will I handle students’ response?
- provide feedback on the correctness and incorrectness of a response.
- That’s wrong can put off or embarrass a learner. Be more tactful.
- You need to probe, re-phrase the question
- Elicit deep processing of information and help gauge how well the students are mastering the areas of
learning

1. What is Wait Time?

- This refers to the interval between asking questions and the student's response.

RUBRICS FOR SHORT ESSAY

SCALE ORGANIZATION MECHANICS CONTENT LENGTH

Logical progression of
ideas with a clear Answer is appropriate
Punctuation, spelling,
structure that enhances to the question. Essay is clear in 4-5
4 capitalization are
the essay. Transitions Content is factually sentences in length
correct. No errors.
are mature and correct.
graceful.
Logical progression of Punctuation, spelling, Answer is appropriate
ideas. Transitions are capitalization are to the question. Essay is clear in 3 or 6
3
present equally generally correct, with Content may have one sentences in length
throughout essay. few errors. (1-2) or two factual errors.
Content relates
A few errors in peripherally to the
Organization is clear. Essay is in 2 or 7
2 punctuation, spelling, question; contains
Transitions are present. sentences in length
capitalization. (3-4) significant factual
errors.
No discernable
Distracting errors in Essay is either in 1,2, 8
organization. Content unrelated to
1 punctuation, spelling, or more sentences in
Transitions are not question.
capitalization. length
present.
TOTAL