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:Dizon, Cristel Kate P. Dizon Course/Section: BEED 3C Date: 04/20/2023

Cooperating Teacher: mRS. Maria Luz B. Pineda Subject:Science
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: Science Grade/Yr: 3-Narra Room No.:

Time starts: 8:20am - 9:10am Time ends: 9:10am Name of Teacher:Mrs. Maria Luz B. Pineda
SEGMENT QUESTIONS
Preliminary of
Introductory Phase
1. Are there any absentees for today?
Time starts: 8:20 am
2. What are the rules that apply in our classroom?
Time ends: 8:27 am
3. What have we discussed last time?
Time spent: 7 min.

SEGMENT QUESTIONS
Lesson Proper

Time starts: 8:27 am 1. what could be our topic or lessonfor today?

Time ends: 8:57 am

2. Have you heard about weatherbefore?
Time spent: 30 min.
3. Do you understand now what weather is and the

different weather conditions?

 SEGMENT QUESTIONS
Assessment Proper

Time starts: 8:57 am

1. What are the things that we need to remember when we
Time ends: 9:10 am
are having an activity?
Time spent: 13 min.
2. Is everything clear with our group activity?

3. Why Is It Important to Study Weather Conditions?

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 many are
questions recorded. Lower order Higher Order
questions? Questions?
A. Preliminary
or
Introductory 3 1 2
Phase
B. Lesson Proper
14 14 0

C. Assessment
and closing 16 11 5
phase
Total 33 26 7
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? Can you explain why?
None, because the questions needed in different activities and lessons for students are not the
same.
2. What kind of question can elicit diverse responses? What kind of questions can do that?
The kind of question can elicit diverse responses are the preliminary activities and the lesson
proper.
9.3 IDENTIFICATION: Recognizing Transition Activities and Classroom Management

1. Go over the activities and routines your Mentor Teacher has done prior to starting the lesson
proper in all the subjects you have observed. What are they about? What does your Mentor
Teacher intend to happen through does transition activities?

My cooperating teacher focuses only on teaching Science. As a result of the pupil’s ability in
understanding the content or the lesson, all of her discussion are really seamless. As a result, when
there are activities, all the pupils are excited since they have learned and understood the lessons.

2. What were the transition routines mostly about after the lesson proper was over? Were they
always directed to the whole class?

My CT completed all the transition procedures. All of the science-related activities she conducted
and taught about included the Force, Matter, Electricity, and Sound. All that my mentor teacher
wants is for the pupils to learn is what she knows.

3. Can you describe how the students behave when your Mentor Teacher carry out these transition
routines? Are they more prepared to do the next activity?

Because my mentor teacher knows how to teach and is strict with the pupils as a result, the
grade 3 students are very engaged throughout discussions and activities. The students surely
are always prepared, especially when they are participating in an activity.

7.4 INTERNALIZATION: Setting Standards for Effective Transition and Classroom

Management Activities
1.How does classroom management help in maintaining order in the classroom? What problems could
be avoided?

As a result of the benefits of successful classroom management, which include a decrease in disruptive
behaviors and an increase in academic learning and engagement, it is important that the classroom is
kept clean.
2.Put a check inside the box if you believe the statement can help you in implementing transition and
classroom management activities to maintain orderliness and safety in the classroom.

Be very clear in giving instructions before starting an activity.

Allow students to carry out what they can do on their own.
Be consistent with your expectations of students.
Give signals when starting and ending a lesson segment.
Anticipate what could distract or disturb the learners so they could be avoided.
Favoritism can be displayed once in a while.
Be sensitive to the personal needs of the students.
Reinforce good behavior in class.
Arrange learners’ desks properly so students can move freely.
Prepare needed teaching aids ahead of time.
Practice fairness in assigning students to work on tasks.
Attend immediately to students who are misbehaving in class.

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

Questions are not just a tool for assessing students' knowledge. Questions that
are appropriately difficult, interesting, and effective inspire peer debate and
motivate students to go deeper into and improve their knowledge of fundamental
ideas. Although asking the class as a whole is the most popular method, this may
result in no one volunteering to answer or only a few students making an
attempt. There are many additional methods to include questions in a lesson:
Discussions in small groups and low-risk writing exercises and clickers are used
in classroom polling systems so that pupils can respond to questions. Results can
be displayed as they come in and answers are immediately totaled.And allow
pupils to develop their own questions as well, for example: Ask students to jot
down any questions they have about a subject or reading, have them quiz a
classmate on the readings, and then, in the final few minutes of class, write down
one or two more questions and send them in.
RUBRIC FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP
 LTE 7: Observing Questioning as a Teaching- Learning Tool

Criteria 4 3 2 1
Exemplary Satisfactory Fair Limited Score

1 All required Most required Some required Most data

Data Collection data are data are data are missing and
Skills: collected, collected, collected, unrecorded.
● Observation recorded, and recorded, and recorded, but 5
● Interview organized. organized. poorly
● Survey organized.
● Documents

2 All teaching Some teaching Very few No evident

Description and internship internship details of details of the
Analysis of Teaching experiences are experiences are teaching teaching
Internship clearly clearly internship internship
Experiences described and described and experiences experiences. 5
analyzed. analyzed. are described
but not
analyzed.

3 Attends all Attends most Unable to Unable to

Level of activities and activities and attend some attend to
Participation requirements. requirements. activities and almost all 5
requirements. activities.

4 Expresses very Attempts to Very little No insights

Reflection of One’s clearly express insight is given given in one’s
Professional Growth insightful insightful in one’s learning. 4
reflection of reflection of reflection.
one’s learning. one’s learning.

5 All evidence of At least one Evidence of Shows no

Evidences of Growth growth evidence of growth is evidence of
displayed are growth shown but is growth at all
all very displayed is not relevant to 4
relevant to relevant to target
target target instructional
instructional instructional outcomes.
outcomes. outcomes.

6 Personal and Personal and Personal and Personal and

Evidences of Values professional professional professional professional
values are values are values are values are
extensively frequently sometimes rarely evident 5
evident in the evident in the evident in the in the
portfolio. portfolio. portfolio. portfolio.
 Evaluated by: Other Comments and Observation: Total Score:

Total Score = 28

Rating = Total Score x 100

24

Self - Assessment:

Cristel Kate P. Dizon

Student Intern Date

Conforme:

Mrs. Maria Luz B. Pineda

Mentor Teacher Date