TECHNIQUES OF

QUESTIONING
Jullianna Nadine G. Vargas
Jessa Joy Torrecampo
Rosette Traquena
QUESTION refers to the eliciting of
verbal response

RESPONSE refers to the expected

acknowledgement- an
answer

REACTION refers to the modifying of

what was said previously
(by clarifying or
synthesizing)
 DISCUSSION OUTLINE

A. Purposes of techniques of questioning

B. Kinds of questioning techniques
C. Encouraging students to ask questions
D. Improving teachers’ questioning
technique
 A. PURPOSES OF TECHNIQUES OF
QUESTIONING
Questions are asked for a number of purposes
1. To motivate
Questions can put children into the right mood.
they stir ones emotions or arouse a strong
inclination. Teachers can tactfully persuade or
influence the students thinking by asking
motivating questions.
Example:
Do you like to know some interesting habits of birds?
2. To Instruct
Questions are used to highlight the need for useful
information. The right procedures and directions are
guided by appropriate questions.
Example:
How does a volcano develop its steep slope?

3. To Evaluate
Questions are used during a lesson primarily to find
out if learning or understanding is being achieved.
 The effectiveness of a teaching technique, the
choice of visual devices or the kind of reactions
generated are elicited by evaluative questions.

Example:
Summing up, what factors are responsible for the
upward movement of water in stems?
 B. KIND OF
QUESTIONING
TECHNIQUES
 B. KIND OF QUESTIONING
TECHNIQUES
The kind of questions teachers ask can be categorized
according to the following:
1. The type of response desired:
a. Soliciting (asking for information).
Example: How many guests were
there?
b. Directing (proposing course of action to
take, guiding or redirecting thinking).
Example: Why don't you combine red and
blue to make it colorful.
 c. Responding (doing something called for)
Example: Shall I put out the light at the first
whistle?
d. Evaluating (agreeing or not, expressing satisfaction,
assessing). Example: Did you enjoy listening to her
song
2. The level of the lesson's objectives
a. Low level questions. They require responses of the
simple recall or memory type of answers.
b. High level questions. These questions call for analysis,
synthesis, evaluation and problem solving ability.
3. Their use or purpose
a. For Verification
Verification is the determination of whether or not a
statement is true. Questions are described in terms of
the responses that they elicit. It is described according
to the type of evidence appropriate to their solutions.
1. Analytic questions
They are questions that ask for definition of terms,
translations, or meanings of phrases or
statements.
 The responses are in accordance with sets of rules
agreed upon rather than evidences obtained from
sense experience.

Example:
What is a guitar? What is the square root of 16?

2. Empirical questions
They are questions that elicit responses that are
empirical statements. The response is obtained from
evidence gained through "sense experience."
 Empirical questions elicit explanations of
situations, comparisons or if-then
inferences.
Example:
If we raise the temperature to 100°C what will happen?
3. Valuative Questions
Valuative questions elicit responses that are value
statements. Value statements "praise, blame,
comment, criticize or rate something." It will be
necessary to know the criteria used by the respondent
and not merely opinions.
 Example: Who is your favorite teacher and why?
b. For Productive thinking
Productive thinking includes creative and
"critical-analytic" dimensions of reasoning.
1.Cognitive-Memory Questions
They are questions that elicit responses needing
"cognitive-memory operations such as those that are
simple reproductions of facts, formula, or other items that
are remembered.
 Example:
Who was the fourth president of the university?

2. Convergent Questions
Questions Convergent questions elicit responses which
involve the merging of diverse data. The respondent
must produce an explanation rather than recall.
Example:
Compare Teacher A and Teacher B.
3. Divergent Questions
-Divergent questions elicit responses wherein the
individual is free to generate independently his own idea.
-These questions "encourage the elaboration of previous
ideas, or drawing of implications, the generation of new
data and ideas."
Example:
What comes to mind when you think of Internet?
 3. Evaluating Questions
Evaluative responses deal with "matters of
judgement, value and choice and is characterized
by its judgmental quality."
Example:
What do you think of Prof. Jose Cruz as a Dean?

c. For cognitive thinking

The function of a divergent-thinking question must be
viewed in the context of an ongoing interaction.
1. Focusing Questions
Focusing questions serve to introduce a topic and
indicate the direction of the discussion. It may serve
to refocus or sharpen a discussion that has strayed
from its original course.
Example:
After knowing the effect of water on fire, explain how
it affects rocks.
2. Foundation Questions
They are questions whose function is to elicit responses
that will serve as the basis of a more complex question or
discussion or the presentation of new information not yet
offered.
Example:
Will you review for us the main products grown in that
province.
3. Extending Questions
They are questions that clarify or elaborate upon the
statements already made. .
Example:
Please explain again how the food reaches the intestines
that will help us trace the discomfort.

4. Lifting Questions
They elicit from the respondents a level of thought higher
or more complex than what has already been
established. The
 Example:
Who is the modern painter you like best? Why?
5. Promoting Questions
The have the function of responses that promote the flow of
the discussion. The questions may elicit responses which
will fill the missing parts in an explanation.
Example:
Considering your criteria, rate the candidates. Then we will
be able to rank them.
 SAMPLE QUESTIONS
Purpose Sample Questions
1. Assess knowledge Begin with define, describe, tell,
gained list, identify, classify, etc. who,
when, where, how often.

2. Check How are they related, how do

understanding you know, compare, why did it
happen.
3. Analyzing problems Which procedure, what are the
causes, How did it happen,
why, which process.
4. Sensing values How do you feel, why is it
important, Did you enjoy it,
Was it stressful? Did you
participate.
Design a new one,' crate
5. Test creativity
another form, just suppose,
how else, what if.
6.Evaluating Design a new one,' crate another
form, just suppose, how else, what if.
Rate as to, rank them, judge the
results, why is it good or bad.

7. Applying knowledge Demonstrate how to solve a similar

problem, Construct, collect, show
how, show when.
 C. ENCOURAGING
STUDENTS TO ASK
QUESTIONS
 C. ENCOURAGING STUDENTS TO
ASK QUESTIONS
The simplest technique to encourage students to ask questions is
by establishing yourself as the model.
1. Keep asking different types of questions, well-
thought of questions as to purpose. Refrain from
asking "what" questions only throughout the lesson.
2. Respect the questions that students ask. If it needs
revision say it in a nice way to avoid a feeling of
embarrassment.
3. Commend those whose questions come out clear
and easy to understand. This will reinforce the
inquisitiveness of the young.

4. A difficult question may be reformulated if no

response are solicited after sometime. This is better
than calling on another immediately. If the student
responds with another question, accept it, for surely
it will lead a better clarification.
5. Show patience as a part of your questioning
technique. It will keep them at ease. It will likewise
develop confidence and eliminate fear in asking
for clarification.
D. IMPROVING
TEACHERS'
QUESTIONING
TECHNIQUE
 D. IMPROVING TEACHERS'
QUESTIONING TECHNIQUE
Questioning is an integral part of teaching. The teacher needs
tack and skill in asking questions. Here are some suggestions:

1. The teacher must be clear about the purpose of the

questions she asks. Do they jibe with the objectives of
the lesson? This is to insure a smooth flow of the
discussion
2. Vary the type of questions asked during an entire
session. "What" questions tend to be boring since they
do not require much critical thinking. Include who,
when, where, how or how much for a variety of
response

3. Allow for sufficient wait-time to give them time to

think, especially for high level questions. A three to five
seconds allowance is recommended. It leads to more
meaningful responses
4. Practice the students to answer divergent questions.
They develop creative and critical thinking skills.
Lessen memory questions or yes-no questions.

5. "Why" questions are not always "thought

questions." Rather, its use will be dictated by the
context of the lesson. Be clear about the lesson
objective planned.

6. Students need practice in reacting silently as well as

verbally to other students' responses.
7. Learn by constant practice to ask the right questions
at the right time. Timing is important and this could be
assured by writing the questions desired in the lesson
plan. They will serve as guides or clues when or at
what point will the difficult questions be asked.

8. Teachers are allowed to inject clues to assist weak

or shy students.
9.Consider individual abilities when selecting the
student who should respond. This will lesson
frustration among the weak ones.

10. Finally, be aware of your own style of questioning.

Ask others to critique your questions for purposes of
enhancing your skill
 E. RESPONDING TO
STUDENTS' ANSWERS
 E. RESPONDING TO STUDENTS'
ANSWERS
1. Adopt a relaxed and non-threatening role. Avoid
sounding critical.

2. Encourage divergent thinking. Tactfully accept out-

of-this-world answers.

3. For those who are finding difficulty in expressing

themselves, assist them in finding the appropriate
terms or supplying missing words.
4.Nonverbal gestures such as nod or a smile can
motivate students to make an attempt in answering.

5. Allow sufficient wait-time if you have to pursue the

first question further.
THANK YOU
FOR LISTENING
QUIZ TIME!
Please write your answers in a
1/4 sheet of paper
I. IDENTIFICATION
1-3. What are the three purposes of techniques of
questioning?

4. What is the type of response that proposing a course

of action to take, guide and redirect thinking?

5. A level of the lesson objectives where questions call

for analysis, synthesis, evaluation and problem solving.
II. TRUE OR FALSE
6. Analytics questions are questions that ask for definition
of terms, translations, or meaning of phrases or
statements.

7. To test the creativity of the leaners, a teacher must use

questions that begin with define, describe, tell, list, identify,
etc.

8. When a teacher is encouraging learners to ask questions,

he/she needs to show patience as part of the questioning
technique which also keep them at ease.
9. When responding to the learners answers the teacher
can use nonverbal gestures such as nod or a smile to
motivate students to make an attempt in answering.

10. Techniques in questioning are not essential in

teaching.