DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor, Pampanga,

Philippines Tel. No. (6345) 458 0021;
Fax (6345) 458 0021 Local 211
URL: http://dhvsu.edu.ph

COLLEGE OF EDUCATION
CHED Center of Development in Teacher Education
DHVSU Main Campus, Villa de Bacolor, Pampanga EMail Address: coe@dhvsu.edu.ph

Learning Teaching Experience 7: Observing Questioning as a Teaching-Learning Tool

Name: Manalang,Ronilen M. Section: BSED FILIPINO 4A Date: March 26, 2022
Cooperating Teacher: Mr. Patrick John G. Pena Subject: SOSLIT
I. Intended Learning Outcome: Construct questions for effective teaching and
learning.

II. Experiential Tasks:

a. Exposure: Recording classroom questions
b. Participation: Categorizing teachers and student questions.
c. Identification: Identifying thinking skills elicited through questioning.
d. Internalization: Constructing effective questions
e. Dissemination: Effective questioning as a powerful tool for learning and teaching

9.1 EXPOSURE: Recording classroom session.

What is a question? It is a statement that solicits a verbal or non-verbal response. It

is a teacher’s powerful tool to provoke thinking among his/her learners. There are different
ways of categorizing questions. Here are the most common types used in classrooms.

Your plan is the thread that will weave all the what and how of your forthcoming
first teaching, sustained teaching and demonstration teaching.

➢ According to Thinking Process Involved

Lower-order questions - Those which invoke remembering and understanding

to be able to provide a response. These are factual questions which do not
require learners to do any processing beyond recalling.

Higher-order questions - Those which require such thinking skills as

analyzing, applying, evaluating and creating to be able to give an acceptable
response.

➢ According to Expected Response

Questions with single correct answer - Those which has only one | acceptable
response. Oftentimes it is a lower-order question.

Questions with multiple answers - Those which allow diverse acceptable

responses. The question is mostly a higher-order question.

➢ According to Instructional Purpose

Questions for initiating learning - Those used to introduce a topic or motivate

learners to a new lesson

Questions for guiding learning - Those applied in developing the lesson

Questions for assessing learning - Those intended to monitor or check on

learner’s progress
 The Classroom Observation Form which follows will be used for exploration.
This focuses on classroom questioning by your Mentor Teacher while teaching a full lesson
of a subject. The lesson is divided into three segments: preliminary or introductory phase,
lesson Proper, and assessment or closing phase.

As an observer, you will record conscientiously all the questions the teacher asks
within each lesson segment. If there are questions raised by the learners, record them also
and just mark them with S. Don’t forget to indicate the time when a segment starts and
ends. If you need the aid of a tape recorder to record the full lesson, you may use one.
Otherwise, just give your full attention to writing the question yourself. It is expected that
your mentor teacher has been informed of what your observation will be focusing on.

Table 7.1
Classroom Observation Form
(Classroom Questioning)

Subject Area Observed: SOSLIT Grade/Yr: 2nd year college Room No: 101
Time starts: 9:00 am Time ends: 10:30 am Name of Teacher: Mr. Patrick John Pena

SEGMENT
Preliminary of
Introductory Phase
Time starts: 09:00 am
Time ends: 09:10 am
Time spent: 10 mins.
QUESTIONS
1. Kamusta naman kayo class?
2. Kumain na ba kayo?
3. Ma’am Len nandiyan ka na ba?
4. Bago tayo tumungo sa pinakapaksa, ano-ano ang inyong
mga naalala noong nakaraang pagtalakay.
5. May kausap pa ba ako?
6. dinig ba ako
7. Iyong iba naririnig po ba a ko?
 SEGMENT QUESTIONS
Lesson Proper

Time starts: 10:40 am 1. May kausap pa ba ako?

Time ends: 11:40 am
Time spent: 60 min.
2. Anong naging reaksiyon mo matapos basahin ang
miliminas?
3. Nandiyan pa ba kayo 2M?
4. Ito ang tawag sa mga taong naninirahan sa Miliminas?
5. Nandiyan pa kayo?
6. Ano kaya ang nais ipahiwatig ng akda?
7. Anong mensahe ang inilalahad nito?
8. Ano kayang ibig sabihin nito?
9. Nandito pa ba kayo?
10. Pwede ba kayong magbigay ng example

SEGMENT QUESTIONS
Assessment Proper
1. May natutuhan ba ngayong araw?
Time starts: 11:40 am
2. Mayroon ba kayong mga katanungan?
Time ends: 12:00 pm
3. Mayroon ba kayong mga paglilinaw?
Time spent: 20 min.
4. May hindi ba kayo naiintindihan?

5. Maaari ko bang malaman ang iyong natutuhan sa araw

na ito?

7.2 PARTICIPATION: Categorizing teachers and students’ questions.

Put together the question/s recorded from the lesson (s) observed by segment. Go over
them carefully and complete the table that follow.
Table 7.2
Learning segment Number of How many are How my are Higher
questions recorded. Lower order Order Questions?
questions?
 A. Preliminary or
Introductory 7 6 1
Phase
B. Lesson Proper
10 5 5

C. Assessment
and closing 5 2 3
phase
Total 22 13 9

What questioning pattern do you see in Table 7.2 in terms of total number of lower- order
questions as compared to number of higher- order questions? Do you see the same pattern in all
the three segments? Cn you explain why?
The table above shows the total number of questions from the start to end phase. There is
no such pattern since, as you can see, higher order questions have a large total number, implying
that answering higher order questions demands more thinking abilities than lower order questions.

Table 7.3
Learning segment Number of How many required How many have
questions recorded. only one correct multiple answers?
answer?
A. Preliminary or
Introductory 7 0 7
Phase
B. Lesson Proper
10 0 10

C. Assessment
and closing 5 0 5
phase
Total 22 0 22

2. What questioning pattern do you see in table 7.3 in terms of total number of questions with
only one correct answer as compared to the number of questions with multiple answers? Do you
see the same pattern in all three segments? In which segments do you see more questions with
multiple answers accepted? Can you give reasons why these patterns appear?
The table above shows the total number of "How many required only one correct answer?"
and "How many required multiple answers?" questions. As you can see from the table, there is a
pattern ranging from one correct answer to nine multiple answers, indicating that the questions are
more opinion-based.
3. Do you see any similarity between the questioning patterns in Table 7.2 and 7.3? Any reason
why?
Since there are a total of 20 high-order questions, it just means that the questions focused
on higher-order thinking skills in different responses from students.
4. What kind of question can elicit diverse responses? What kind of questions can do that?
I think that the question should only have one answer, such as what was the last topic
discussed? In that situation, they only have one answer because they are discussing the same topic.
 Table 7.4
Lesson Segment Number of Number of Number of Number of
Questions Questions Questions Questions
Recorded Initiating Guiding Assessing
Learning Learning Learning
A. Preliminary or
Introductory 7 2 3 2
Phase
B B. Lesson
Proper 10 3 4 3

C C. Assessment
and Closing 5 1 2 2
Phase
T TOTAL: 22 6 9 7

In which segment do you find the most number of questions for Initiating Learning?
Guiding Learning? Assessing Learning?
The table above shows the most number of questions for Initiating Learning, Guiding
Learning, Assessing Learning. The lesson proper focuses on initiating learning and guiding
learning, whereas the Assessment and Closing Phase focuses on assessing learning.
9.3 IDENTIFICATION: Identifying Thinking Skills Elicited through Questioning
1. Go over your original list of questions and study them carefully. Choose three questions under
initiating learning and indicate the specific thinking skill your Mentor Teacher intends to elicit.
Initiating Learning Questions Thinking Skill
1. Ano-ano ang inyong mga naalala Higher- order thinking skill
noong nakaraang pagtalakay?
2. Sino ang may ideya tungkol dito? Higher- order thinking skill
3. Anong nais ipahiwatig nito? Higher- order thinking skill

2. Choose three questions under guiding learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.
Guiding Learning Questions Thinking Skill
1. Maaari mo bang palawakin ang iyong Higher- order thinking skill
kasagutan?
2. Maaari ko bang malaman ang inyong Higher- order thinking skill
mga opinyon tungkol sa paksa natin
ngayong araw na ito?
3. Sige maaari ka bang magbigay ng Higher- order thinking skill
hinuha tungkol dito?
What type of questions are often used
here?
• Maaari ko bang malaman ang inyong
mga opinyon tungkol sa paksa natin
ngayong araw na ito?

3.Choose three questions under assessing learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.
Assessing Learning Questions Thinking Skill
1. Maaari ko bang malaman ang iyong Higher- order thinking skill
natutuhan sa araw na ito?
2. Bakit mahalagang pag-aralan ang Higher- order thinking skill
paksang ito?
 3. Ano-ano ang iyong nabaon na Higher- order thinking skill
kaalaman sa araw na ito?
What type of questions are often used
here?
• Maaari ko bang malaman ang iyong
natutuhan sa araw na ito?

Can a teacher use different types of questions in the different phases of a lesson? Yes, because the
introduction and assessment differ from one another.

7.4 INTERNALIZATION: Constructing Effective Questions

1. What generalizations can you make based on your analyses of the questions your Mentor
Teacher has constructed?
a. My cooperating teacher usually uses open-ended questions to assess pupils' higher-order
critical thinking skills.
b. My CT generally instructs his students that if they don't know the solution, they should think
about it and then return to him.
c. My CT consults a reliable source or a reference book to respond to his questions.
2. You can see the higher-order questions can challenge learners to think more and can
encourage more classroom interaction. As a prospective teacher, can you give a higher-order
question under each of the given topics?

Topic Higher-order questions

1. Climate change • What are the causes of Climate
Change?
2. Candidates in an election • What candidates do before the
election?
3. Population • What are the types of population?
4. Traffic • Why is it called traffic?
5. Food • What is food?

7.5 DISSEMINATION: Write an insightful essay with the title “Effective Questioning Tool for
Learning and Teaching”. You can include this as a core entry in your Growth Portfolio.

Growth Portfolio Entry No. 7

Effective Questioning: A Powerful Tool for Learning and Teaching

When asking students questions, ensure that they are applying critical thinking abilities;
if the answer is clear, reword the question to make it tougher or more difficult. Some pupils
have learnt to recognize when they are being pushed by a teacher's question because they are
striving to push themselves to answer it. Critical thinking can assist you in better knowing
oneself.