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The Art of Questioning
The Art of Questioning
Department of Education 1
Think of a situation
wherein you asked your
students questions but
they failed to give you
the correct answer.
Department of Education 2
Activity 1: PicQuest
Department of Education 3
Activity 1: PicQuest
Instructions:
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Activity 1: PicQuest
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Department of Education 6
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Department of Education 9
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Department of Education 10
Let’s Think About…
Department of Education 11
Art of Questioning
12
Department of Education
Session Objectives
At the end of the session, the participants will
have been be able to:
q formulate questions for all the levels of comprehension;
q explain the relevance of asking questions in developing
critical thinking skills;
q classify questions according to the levels of
comprehension;
q apply the principles of art of questioning by crafting
developmentally appropriate questions based on a
video presented; and
q share insights on the importance of enhancing skills in
questioning through reflective writing.
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WHY ASK
QUESTIONS?
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Why ask questions?
ü We ask questions to make connections.
ü We ask questions to make predictions.
ü We are using questions to make sure we
understand what we have read or listened
to
ü Questions strengthen reasoning abilities
of learners as well as help them clarify/
define their initial response to the text
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Why ask questions?
ü “Books not discussed lose their value.”
(Mortime Adler)
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REMEMBERING
Can the student recall or remember information?
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Level 1
REMEMBERING (KNOWLEDGE)
The learner is able Ø Recognizing
Ø Listing
to recall, restate or
Ø Describing
remember learned
Ø Identifying
information. Ø Retrieving
Ø Naming
Ø Locating
Ø Finding
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Questions under Level 1:
Remembering (Knowledge)
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Understanding
Can the student explain ideas and concepts?
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Level 2
UNDERSTANDING (COMPREHENSION)
The learner grasps the • Interpreting
meaning of information • Exemplifying
by interpreting and
• Summarizing
translating what has
been learned. • Inferring
• Paraphrasing
• Classifying
Can you explain • Comparing
ideas and concepts? • Explaining
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Questions under Level 2:
Understanding (Comprehension)
v Can you explain why…?
v Can you write in your own words?
v How would you explain…?
v Can you write a brief outline...?
v What do you think could have happened next...?
v Who do you think...?
v What was the main idea...?
v Can you clarify…?
v Can you illustrate…?
v Does everyone act in the way that …….. does?
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Level 3
APPLYING (APPLICATION)
§ Implementing
The learner makes use
of information in a § Carrying out
context different from § Using
the one that it was § Executing
learned.
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Questions under Level 3:
Applying (Application)
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Analyzing
Can the students distinguish between the different parts?
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Level 4
ANALYZING
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Questions under Level 4: Analyzing
v What motive does ____ have…..?
v What conclusions can you draw about…..?
v What is the relationship between…..?
v How is ______ related to …..?
v What ideas support the fact that…..?
v What evidence can you find…..?
v What inferences can you make about…..?
v What generalizations can be made about …..?
v What assumptions do you make about …..?
v What is the theme of…..?
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Evaluating
Can the students justify a stand or decision?
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Level 5
EVALUATING
q It involves the making of personal judgment on
the text by the reader, usually based on his/her
experience:
q Evaluation of accuracy
q Discrimination of fact and opinion
q Recognition of emotionally charged words
q Identification of author's purpose, mood, tone,
intent
q Evaluation of values presented
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Questions under Level 5: Evaluating
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Creating
Can the students create new products or
points of view?
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Level 6
CREATING
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Questions under Level 6: Creating
v Can you design a...to...?
v Can you see a possible solution to...?
v If you had access to all resources, how
would you deal with...?
v Why don't you devise your own way to...?
v What would happen if ...?
v How many ways can you...?
v Can you create new and unusual uses for...?
v Can you develop a proposal which would...?
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q Classify the questions
formulated in Activity 1
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Activity 2: Match Me, Pair Me
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HOW
SHOULD
QUESTIONS
BE ASKED?
Department of Education 41
Gradual Psychological Unfolding (GPU)
A discussion technique
developed by the late
Prof. Basilisa J. Manhit,
founder of the Department
of Reading of the
University of the
Philippines.
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Gradual Psychological Unfolding (GPU)
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Dimensions of GPU
Comprehension or Interpretation
• The learner is tasked to read between the lines to make inferences
Application
• The learner uses or applies learned materials in new and concrete situations,
processes, effects, conclusions
Analysis
• The learner breaks down the material into component facts so that its organizational
structure can be understood such as elements, hypothesis, statement of facts, others.
Synthesis
• The learner puts parts together to form a whole new pattern, structure, or design. He
suggests or makes plans of action.
Evaluation
• This is judging the value of something using internal criteria
Department of Education
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Sample questions based on GPU
(from the story, “Winnie the Witch”)
Knowledge or What is the title of the story? Who are the characters? Where did
Literal Winnie live?
Understanding
Comprehension Why did Wilbur’s color present a problem? What did Winnie do to solve
or Interpretation the problem?
Application If you were Wilbur, how would you feel about being multi-colored? How
do you think Winnie felt every time she sat on or tripped over Wilbur?
Analysis Did the story make you laugh? Which parts of the story were funny?
Synthesis How many problems were met by Winnie in the story? How many
solutions? Would a solution always make sure that it would be the end of
a problem?
Department of Education
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Effective questioning should:
q Reinforce and promote the
learning objectives.
q Include “staging” questions to draw
pupils towards key understanding
or to increase the level of
challenge in a lesson as it
proceeds.
q Involve all learners.
q Promote justification and
reasoning.
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Effective questioning should:
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Questioning Techniques in the
Classroom
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Questioning Techniques in the
Classroom
q Do not permit frequent group
responses.
q Ask open-ended questions
q Avoid asking questions that
can be answered by
guessing.
q Use the key words of
questioning--how, why, when,
where, what, which.
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Questioning Techniques in the
Classroom
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MOVING
BEYOND THE
WHO, WHAT,
WHERE, WHEN
AND WHY
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Activity 3: Vid Quest
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Activity 3: Vid Quest
Instructions:
• Watch a video.
•Formulate 6 questions based on the video following the
levels of Revised Bloom’s Taxonomy (1 question per
level).
•You have 15 min to finish the task.
•After 15 minutes, post the questions in the
corresponding level.
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FORMING QUESTIONS BASED ON THE
VIDEOS
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Activity 3: Vid Quest
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Activity 3: Vid Quest
Instructions:
•Group 2 will answer the questions of Group 1,
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CREATE – If you were the director of the commercial,
how will you end it?
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Reflection Wall
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Words to ponder…
Good teaching is
more a giving of
right questions
than a giving of
right answers.
~ Josef Albers
Department of Education
Words to ponder…
Department of Education
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