Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

COLLEGE OF EDUCATION
Elementary Education Department

SC-SSC 222- Teaching Social Studies in Elementary Grades

(Philippine History and Government)

MODULE 4

TECHNIQUES

EFFECTIVE QUESTIONING

Introduction

Part of good teaching is effective questioning. The learning processes and effective
instruction are both anchored on the art of questioning . Skillful questioning can elicit the
correct response from learners ,arouse their curiosity, stimulate their imagination ,and
motivate them to engage in the lesson and the particular learning experiences that form
part of the learning tasks. When questions are defective, they cease to make learners think;
their thoughts are muddled; and they do not feel challenged at all.

Effective questioning necessitates an orderly sequencing according to the thinking

process which means that question starts from the low to high level so that the learners are
able to respond, thereby contributing to the quality of classroom discussion.

Teachers sometimes ask over a hundred questions in class sessions to encourage

students to think. Let’s examine some aspects of the art of questioning, and types of
questions.

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EFFECTIVE QUESTIONING
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CATEGORIES OF QUESTIONS

There are many systems that teachers use to classify questions. Upon close
observation in most systems , questions are typically classified into two categories .
Various terms are used to describe these two categories (Figure 1) . The binary approach
is useful because two categories are more manageable for a beginning teacher to learn
to implement than the typical approach of using systems with six categories.

Figure 1

Category 1 Category 2
Factual Higher cognitive
Closed Open
Convergent Divergent
Lower level Higher level
Low order Higher order
Low inquiry High Inquiry

Low Inquiry Questions

These questions focus on previously learned knowledge to answer questions posed by the
teacher , who requires the students to perform one of the following tasks.

1. Elicit the meaning of a term.

2. Represent something by a word or phrase.
3. Supply an example of something.
4. Make statements of issues, steps in a procedure, rules, conclusions, ideas, and beliefs
that have previously been made.
5. Supply a summary or a review of what was previously said or provided.
6. Provide a specific, predictable answer to a question.

Low inquiry questions tend to reinforce “correct answers”, or focus on specific acceptable
answers, whereas high inquiry questions stimulate a broader range of responses , and tend
to stimulate high levels of thinking. There is evidence to support the use of both types of
questions.

Low inquiry questions

: will help students’ ability to recall experiences and events of science teaching.
: are useful if you are interested in having students focus on the details of the content of a
chapter in their textbook, or laboratory experiment.

High Inquiry questions

These questions focus on previously learned knowledge in order to answer questions posed
by the teacher , who requires the students to perform one of the following tasks.

1. Perform an abstract operation , usually of a mathematical nature, such as

multiplying , substituting, or simplifying.
2. Rate some entry as to its value, dependability , importance , or sufficiency with a
defense of rating.

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EFFECTIVE QUESTIONING
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 3. Find similarities or differences in the qualities of two or more entities utilizing
criteria defined by the student.
4. Make a prediction that is the result of some stated condition, state operation, object,
or substance.
5. Make inferences to account for the occurrence of something (how or why it occurred).

High inquiry questions encourage a range of responses from students and tend to stimulate
divergent thinking. Figure 2 summarizes the differences between low and high inquiry
questions.

Figure 2

Type Student Responses Response Examples

Low Inquiry -Recall, memorize How many senators
(Convergent) -Describe in own does the country
words have?
-Summarize Closed Define democratic
-Classify on basis of form of
known criteria government.
-Give an example of -In your own words
something state the similarities
of and differences of
the kinds of
nationalism.

-What are the

evidences of the
Magellan’s journey
in the Philippines?
- What is the
example of the …..
High Inquiry -Create unique or What evidence can
original design, you cite to support
(Divergent) report, inference, Open the Philippine claim
prediction, of Sabah Island?
-judge scientific
credibility Design a plan that
-Give an opinion, or would solve the
state an attitude problem faced by
the migrant
workers.

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EFFECTIVE QUESTIONING
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LEVELS OF REVISED BLOOMS TAXONOMY AND EXAMPLE QUESTIONS

Bloom’s Taxonomy is probably the best known system for classifying the
educational objectives , as well as classroom questions. There are six levels and
questions at each level require the person responding to use different kind of thought
processes.

DOMAIN LEVELS DESCRIPTION FREQUENTLY EXAMPLE

USED WORDS QUESTIONS
1. Remembering These questions Define, recall, 1. Who was the last
require the learners to recognize, President of the
recognize or recall remember, who , Commonwealth
information. what, where, and the first
The learners must when president of the
simply remember third Philippine
facts, observations, Republic?
and definitions that 2. What is the
have been learned national leaf of
previously. the Philippines?
3. What became
the US Military
Base at Subic
after the
abrogation of
the Republic of
the Philippines -
US Military
bases
Agreement?

2. Understanding These questions describe, 1.What does the

require the learner compare, figure in bar graph
to demonstrate contrast, rephrase imply?
sufficient , use your own
understanding to words , explain the 2.Explain in your
organize and main idea own words the “
arrange materials territorial dsiputes?
mentally
The learner must 3. Explain the
select those facts causes of the
that are pertinent to civil war?
answering the
question
They must
demonstrate
personal grasp of
the lessons, material
by being able to
restate it, to give
description in his

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EFFECTIVE QUESTIONING
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 own words , and to
use it in making
comparisons
These questions ask
learners to interpret
and translate
material that is
presented on
charts, graphs,
tables, and
cartoons.

3.Applying These questions Apply, classify, Classify the

asks the learners to use, choose, constitution of the
apply previously employ, write an Philippines
learned information example, solve, according to the
to reach an answer how many, which form and manner of
to a problem is, what is amendment.
These questions
require learners to Which is more
apply a rule or responsive to the
process to a needs of the
problem and people, the
thereby determine Parliamentary or
the single right the Republican
answer to that system of
problem . government?

4. Analyzing These are higher- Identify motives

level questions. or causes,
It requires the determine
learners to think evidence, analyze,
critically. draw conclusions,
In-depth analysis support, why
questions ask the
learners to engage
in three kinds of
cognitive processes.
1. To identify the
motives, reasons, 4.1.a Why did the
and /or causes for a US government
specific occurrence. impose an
economic embargo
in Iraq for some
time?
4.1.b Why has the
peso slumped down
to an all -time low?

1.c Why are the

students

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EFFECTIVE QUESTIONING
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 vehemently against
the
commercialization
of the campus?

In all the questions,

the learners are
asked to discover
the causes or
reasons for certain
2. To consider and events through
analyze the analysis.
available
information to reach Examples
a conclusion, an
inference, or a 4.2.a.How do you
generalization appraise the
based on this Philippines chance
information. in her claims over
the Spratly islands?
4.2.b After studying
the history of the
Philippines, what
do you think the
reasons why it was
colonized by the
Spaniards for 333
years?
4.2.c. Now that you
have been informed
about the basic
services rendered
by the government,
what are the
particular areas the
government has
yet to attend to so
it will be able to
discharge its
functions
efficiently?
3. To analyze a
conclusion,
inference or
generalization to
find evidence to
support or refute it. Identify motive or
causes, determine 4.3.a.What
Take note that analysis evidence , analyze evidence can you
questions cannot be Draw conclusions, cite to support the
answered quickly or support, why

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EFFECTIVE QUESTIONING
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 without careful statement literature
thought. The fact that is life?
several answers are
possible and that 4.3.b. What
sufficient time is information can you
needed to answer support the
them is an indication contention teaching
that analysis questions is both science and
are higher -order ones. art?

Analysis questions are

important because
they foster critical
thinking in students.

Analysis questions help

students search for the
reasons behind what
happened.

5. Evaluating Higher-order mental Judge, argue, 5.a. Do you prefer

process decide, evaluate, urban life to rural
These questions assess, give your life?
require the learners opinion, which is 5.b. Is having a
to judge the merit of the better picture, woman president a
an idea, a solution do you agree, sure guarantee to a
to a problem, or an would it be better better life?
aesthetic word, 5.c. Which of the
These questions ask following proposal
the learners to offer would best solve
opinion on an issue. the existing
economic problem?
To express your
opinion on an issue or
to make a judgment on
the merit of an idea,
solution, or aesthetic
work, you must use
some criteria. You must
use either objective
standards or a
personal set of values
to make an evaluation.
For example, if you
think there will be
drought , you have to
explain why it is highly
probable by citing
visible changes in the

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EFFECTIVE QUESTIONING
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 area brought by the
El Nino phenomenon.

Another way of
evaluating an event
would be through the
use of objective criteria
such as drying up of
wells, rivers, lakes and
dams; panic buying of
water containers,
added you bad
weather conditions.
With these conditions
at hand, a judgment
can be made. Perhaps,
there will be a sharp
decline in the supply of
rice due to a lack of
rainfall.
6. Creating These are higher Predict, produce,
questions that asks write, design,
learners to perform develop,
original and creative construct, how
thinking . can we improve,
It requires learners what would
to: happen if, can you
- 6.a produce devise, how can -6.a Construct a
original we solve collage of pictures
communications and words that
represent your
values and feelings

Write your
impressions on the
recently concluded
Olympics

Comment on the
Filipino value
system

-6b. make predictions, 6b.What would the

and Philippines belike if
we had chosen
statehood?

Would life have

been different if you
choose not to go to
school?

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EFFECTIVE QUESTIONING
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 -6c. solve problems 6c. How can one
feel the magic of
love if he has never
fallen in love?
Creating questions
help develop the How can the
creative abilities of the government
learners combat the COVID-
19 virus ?

References

Anderson, L.W.(Ed), D.R. Krathwohl (Ed.), P.W. Airasian, K.A., Cruikshank, R.E. Mayer, P.R.
Pintrich, J. Raths, & M.C. Wittrock.2001. A Taxonomy for Learning, Teaching and Assessing: A
Revision of Boom’s of Educational Objectives (Complete edition). New York: Longman, Bloom,
B.S (Ed.), Engelhart, M.D.

Compiled by : DR. MA.LEZEL PRESIDENTE PATARAY

EFFECTIVE QUESTIONING
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