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Teaching and The Art of Questioning: Instructor: David Deubelbeiss
Teaching and The Art of Questioning: Instructor: David Deubelbeiss
Teaching and The Art of Questioning: Instructor: David Deubelbeiss
Questioning
The art of questioning students is the foundation of all good teaching practice.
It provides for both assessment and student growth (learning) and is the core
of the scientific method and how we learn.
Yet, teachers spend comparably little time, learning how to ask questions or
make questions which lead to good teaching. Moreover, many teachers spend
little time developing this fundamental skill in their students. You can’t have
“real” communication without questions yet so many students gain English
competence in this – too far along their learning curve to benefit.
Developing the art of questioning can be as simple as practicing. It is with practice that
we gain competence and “pattern” the process.
In pairs or 3s – Look at Appendix 1 . Choose one question, ask it and then give two
follow up questions.
Comparing -
Recalling - Identifying Errors -
How is similar to/different
Who, what, when, where, how What is wrong with _______? from_______?
_______?
How might we organize into What ideas/details can you add to Arrange into sequence according to
categories_______? _______? _______?
What is wrong with _______? What evidence supports _______? In what other ways might
we show/illustrate
What conclusions might How might we _______?
be drawn from_______? prove/confirm _______?
Techniques of Effective Questioning
________________________________________________.
A) ____________________________________________
B) _____________________________________________
C) _____________________________________________
D) _____________________________________________
E) _____________________________________________
F) ______________________________________________
Questions give students confidence and let them express their learning and communicate.
Questions should be taught either explicitly or through practice at an early stage of
student English acquisition. Classroom’s which are “quiet” and where there is little
student interaction in English are often due to the students not being able to engage in
“dialogue”. Why? Because they don’t know how to phrase the questions quickly and
correctly.
Activity 1:
Interviews!
If you really want to get “digital”, have your students interview Dave the “bot” and then
copy and paste/print the interview and bring to class. They can then practice the interview
in class for others!
Activity 2:
In 3s, one student reads out a sentence, leaving out a word. The other students then ask
the follow up question.
Activity 3:
Activity 4:
This activity is meant to get students on their feet and speaking. Give students some post
it notes. On one Post it note, they write something about themselves. Example, “I love
potato chips!” Students then “post it” on themselves and walk around the class. They ask
each other questions about the post it. After one question, they change to another person.
This activity can even be “larger” by having students write questions on their post it
notes. Students walk around the class asking other students and “posting” the note on
them. After the walkaround, students return to their seat and with a partner, use the post
its to interview a partner.
Activity 5:
Students walk around the class asking students and compiling the results on their index
card under YES Maybe No. Students after the activity, report back
Activity 6:
Play any short clip or news report. Even a short story. Ask the students to list the
“reporters” 5ws on a piece of paper.
Who _______________________________________________
What _______________________________________________
Where ______________________________________________
When _______________________________________________
Why ________________________________________________
This activity can also be done for any reading/text in the textbook. It is invaluable to get
the students themselves forming the comprehension questions for your class readings.
This should be your goal – get them to TEACH THEMSELVES!
Activity 7:
(Appendix 4) These games are popular and any guessing game with objects is great.
See www.20q.net for a computer version. Your students will be amazed!
Activity 8:
Activity 9:
Use the “Spin the Question” power point when you need a little “chance” in your activity.
Students spin and then must make a question with the chosen question word. Lots of fun!
Speaking / Listening “Quick” Evaluation
Student Name: __________________________ Date:
_______________________
[ Ask the student’s name, birth date, spelling, time, likes ] Level _____
________________________________________________________________________
Listen carefully to the questions the teacher will ask.
Respond in full sentences. Ask “Could you repeat the question, please?”, if you
don’t understand.
6. What do you think the mother will do when she gets home? ______
9. If you had the time, would you go to the park today? Why (not)? _____
10. If you had been there, what would you have done? ______