TRADITIONAL TEACHING STRATEGIES:

QUESTIONING AND MEDIATED

LECTURES

GROUP 2
FERRER, Christine Mickaella
LACSON, Jethro
MACASIO, Andrea
MODASER, Samsida
SACRO, Monavi Ifer Mharei
 TOPIC OUTLINE

QUESTIONING MEDIATED LECTURES

1. Levels of Questions Using Audiovisuals

a. Convergent Selecting Media
b. Divergent
a. Types of Traditional Audiovisuals
c. Lower-Order
d. Higher-Order i. Handouts
2. Types of Questions ii. Chalkboards or Whiteboards
a. Factual iii. Overhead Transparencies
b. Probing iv. Slides
c. Multiple-Choice
v. Videotapes
d. Open-Ended
e. Discussion-Stimulating b. Interactive Lectures
f. Questions that guide problem solving i. Case Study
g. Rhetorical Rhetorical ii. Critical Thinking Exercises
3. Questioning Techniques iii. Ideas for Further Resea
 FUNCTIONS OF QUESTIONING

CAN BE A TEACHING STRATEGY

ASK QUESTIONS  HIGHER ORDER THINKING

1. Places the learners in an active role

a. Simple recall
b. Helps students analyze concepts
c. Evaluate worth of ideas
d. Speculate “if”
2. Assesses baseline knowledge retention
 I. LEVELS
OF
QUESTIONS
 LEVELS OF QUESTIONS

WINK CLASSIFICATION

A. CONVERGENT QUESTIONS

Specific, Usually short & Unexpected answers

PURPOSE recall and integrate information

Ex. What happens to the bronchioles when a client has pneumonia

versus an asthma attack?
 LEVELS OF QUESTIONS

WINK CLASSIFICATION

A. DIVERGENT QUESTIONS

Generates new ideas, draws implications, formulates a

new perspective

Ex. What might happen if you relocate an elderly person with

dementia to another type of residence where he or she is
presently living?
 LEVELS OF QUESTIONS

BARDEN CATEGORY

A. LOWER-ORDER QUESTIONS B. HIGHER-ORDER QUESTIONS

Requires
Recall information,
comprehension and
read or memorize
critical thinking
LEVELS OF QUESTIONS
TYPES OF QUESTIONS
 Types of Questions

1. FACTUAL QUESTIONS

Requires simple recall questions

Assess learner’s understanding
ToOncheck if studentswrite
your whiteboards, are one
listening
reason why it's
important to learn about angles.
2. PROBING QUESTIONS

Seeks further explanation

Ex. “Can you explain that?”
 Types of Questions

2. PROBING QUESTIONS
- House, Chassie, and Spohn (1990) delineate five types of
probing questions:
a. Extension probes – ask learners to elaborate on a response
b. Clarification probes – used when learners’ responses are
On your whiteboards, write one reason why it's
unclear
important
c. Justification probesto–learn about to
ask learners angles.
justify their responses
d. Prompting probes – helps a responder who is unsure of an
answer or gives an incorrect answer
e. Redirection probes – elicits a variety of responses from a group
of learners
 Types of Questions

3. MULTIPLE-CHOICE QUESTIONS

Tests recall or used to begin a

discussion
4. OPEN-ENDED QUESTIONS
On your whiteboards, write one reason why it's
important to learn about angles.
All questions that request learners to
construct an answer
Ex. “When shall you use clean versus sterile
dressing technique?”
 Types of Questions

5. DISCUSSION-STIMULATING QUESTIONS
Uses various questions to promote the topic
Ex. “Do you agree with John’s position?”
On your whiteboards, write one reason why it's
6. QUESTIONS THAT GUIDE PROBLEM SOLVING
important to learn about angles.
Guides learners through problem solving
thinking
Ex. “What information do you need to have
before we can solve this problem?”
 Types of Questions

7. RHETORICAL QUESTIONING
Guides learners into asking some of their
own questions
On your whiteboards, write one reason why it's
important to learn about angles.
QUESTIONING TECHNIQUES
 QUESTIONING TECHNIQUES

SUPPORTIVE TEACHERS PROMOTE QUESTIONING

1. Prepare some questions ahead of time

Match with objectives
2. State questions clearly and specifically
Ex. “Can you give me an example of how
respondent superior can be practiced?”
 Questioning Techniques

3. Tolerate some silence.

4. Listen carefully to responses.
Don’t interrupt.
5. Use the “beam, force, build” technique.
BEAMOn–your
sendwhiteboards, write one reason why it's
Q to the class
important to learn about angles.
FORCE – call one student at a time
BUILD – redirect the question
to other students
 Questioning Techniques

6. Provide feedback.Allow
a few seconds of silence and ask,
“Can anyone add to the answer?”
On your whiteboards, write one reason why it's
7. Handle wrong
important answers
to learn carefully.
about angles.
“I am sorry Edward but it’s not quite it.”
“Yvette, you are correct in saying that
____, but that is not the best way to go.”
Stimulating Learner's to Ask Questions

Learners should be
rewarded for asking
good questions.

Thinking is driven
not by answers by
good questioning.
 HOW TO ENGAGE?

Thank or praise the

student for asking
questions.

Talk to the whole class

not only the questioner.
This keeps the whole
class / group involved.
4 Pics 1 Word
4 Pics 1 Word
SLIDES
4 Pics 1 Word
HANDOUTS
4 Pics 1 Word
BOARD
4 Pics 1 Word
VIDEOTAPE
4 Pics 1 Word
 OVERHEAD
TRANSPARENCIES
 II. Using Audiovisuals

Issues:
Is it the correct choice?
Available?
Effective?
CAN ENHANCE TEACHING
CAN ADD INTEREST TO THE CLASS
Selecting Media

How does an educator begin to

select the appropriate media?
How and when should they be
used?
Types of Traditional Audiovisuals

1. HANDOUTS
Printed materials -
communicate facts,
figures, concepts
Save
On ayour
lot of time for write one reason why it's
whiteboards,
important to learn about angles.
informations
2. CHALKBOARDS/WHITEBOARDS
Useful for mathematical
Problem
Types of Traditional Audiovisuals

3. OVERHEAD TRANSPARENCIES (OHP)

Saves time, helps

organize and illustrates

content
Costly
On your whiteboards, write one reason why it's
important to learn about angles.
4. SLIDES
Used to show pictures,

project diagrams, charts

and word concepts

Types of Traditional Audiovisuals

ADVANTAGES OF SLIDES:

Affordable
Easy to store
Easy to update/recognize
On your whiteboards, write one reason why it's
important to learn about angles.
DISADVANTAGES OF SLIDES:

Costly projector bulbs - don't last long

Types of Traditional Audiovisuals

5. VIDEO TAPES
In-house filming, video-clips
Used during:
On your whiteboards, write one reason why it's
role playing
important to learn about angles.
communication
counseling skills)
Types of Traditional Audiovisuals

ADVANTAGES OF VIDEO TAPES

Provides personal touch
Standardized exposure - in spite of distance
Used at learner's own space
On your whiteboards, write one reason why it's
important
ADVANTAGES OF to learn TAPES
VIDEO about angles.

Costly
Communication is one way - learner's become

passive
III. Interactive Lecture

Combine variety of
techniques
Change tactics every 15 to
20 minutes to recapture
student's interest
 Case Study
An analysis of an incident or situation on which
characteristics and relationships are described, factual, or
hypothetical events transpire, and problems need to
resolved or solved.

1. What are some questions the educator can prepare to start the
discussion?
2. What are some questions or comments the educator can prepare
to keep advancing the discussion?
3. How should the educator react if some members of the group
becomes emotionally upset?
4. How can the educator prevent one person from taking over the
discussion to the exclusion of others who want to talk?
 Case Study
1. Develop objectives - What do you want
learners to learn?
2. Select a situation - Choose a topic and a
scenario that fits the objectives and concept
you want to apply.
3. Develop the character
4. Develop the discussion questions
5. Lead the group discussion
 Critical Thinking Exercise
Independent thinking that involves coherent, clear, and
logical thoughts. Assessing, analyzing, reconstructing, and
evaluating one's way of thinking might help people
improve their thinking.

1. Should you organize your lecture by the hierarchial, problem-

centered, thesis, or comparative format? Why and how?
2. What type of lecture would be most appropriate for the
occasion (oral, participatory lecture, or mediated lecture) and
why?
3. At the end of the lecture, how would you defend your position?
Is a defense of your premise appropriate in this type of lecture?
Ideas for Further Research

1. Perform a qualitative study of people

known to be good lecturers.
2. Take record some classes.
3. Compare the effectiveness of printed
educational handouts versus
videotapes for health education.
 THANK YOU
FOR
LISTENING!

GROUP 2
FERRER, Christine Mickaella
LACSON, Jethro
MACASIO, Andrea
MODASER, Samsida
SACRO, Monavi Ifer Mharei