THE ART OF

QUESTIONING
By: Gabi Tay
I. The Importance
TAQ is one of the basic skills of good teaching. Socrates
believed that knowledge and awareness were an intrinsic part of
each learner.
In exercising the craft of good teaching, an educator must
reach into the learner’s hidden levels of knowing and awareness in
order to help the learner reach new levels of thinking.
Through the art of “thoughtful “ questioning teachers ca
extract not only factual information, but aid learners in;
• Connecting concepts
• Making inferences
• Increasing awareness
• Encouraging creative and imaginative thought
• Aiding critical thinking processes
• And generally helping learners explore deeper levels of knowing,
thinking, and understanding.
1. Factual
Soliciting reasonably simple, straight forward answers based on obvious
facts or awareness.
2. Convergent
Answers to these types of questions are usually within a very finite range of
acceptable accuracy. It is when the answerer makes inferences based on
personal awareness , or on material read, presented, or known.
Example: On reflecting over the entirety of the play Hamlet, what
were the main reasons why Ophelia went bad?
3. Divergent
These questions allow different avenues and create many different
variations and alternative answers or scenarios.
Correctness may be based on logical projections, may be contextual,
or arrived at through basic knowledge, inference, creation, intuition, or
imagination.
These types of questions often require students to analyze,
synthesize, or evaluate a knowledge base and then project or predict
different outcomes
The intention of these types of divergent questions is to stimulate
imaginative and creative thought, or investigate cause and effect
relationships or provoke deeper thought or extensive investigations.
Example: In the love relationship of Hamlet and Ophelia, what might have happened to
their relationship and their lives if Hamlet had not been so obsessed with the revenge of his
father’s death?

4. Evaluative
These types of questions usually require sophisticated levels of cognitive
and/or emotional judgment. In attempting to answer evaluative questions, students may
be combining multiple logical and/or affective thinking process, or comparative
frameworks. Often an answer is analyzed at multiple levels and from different perspectives
before the answerer arrives at newly synthesized information or conclusions.

Example: 1.What are the similarities and differences between the deaths of
Ophelia when compared to that of Juliet?
2. What are the similarities and differences between old
generation and new generation?
3. What are the advantages and disadvantages of being a member
of the 3rd sex?

5. Combinations
These are questions that blend any combination of the above. If you look
at the listing above, it should become apparent that these are the same types of
categories. They are also too common in schools and on the tests.
3. Prepare the students for the questioning
session and discussion.
Explain to students the format, expectation,
and how this knowledge will help them.
4. Use an appropriate variety and mix of
questions.
One good strategy is to start with convergent
questions, perhaps asking questions in hierarchical
sequence and building from the recall of facts to higher
levels of thinking and problem-solving. If a question
requiring lower-level thinking skills and then work up the
hierarchy.
5. Phrase the questions carefully, concisely, and
clearly.
Improper phrasing and the use of multiple
questions related to the same topic may result in
unintentional guessing and inability to accurately assess
student understanding.
Teaching T.A.Q.
Developing the art of questioning can be as simple as
practicing. It is with practice that we gain competence and
“pattern” the process.
Look at the questions below ( from low to high order). Choose
one question, ask it and then give two follow up questions.
Recalling-Who, what, when, where, how_____________?
Identifying errors- What is wrong with_______________?
Comparing- How is similar to/ different from________________?
Inferring- What might we infer from_____________?
What conclusions might be drawn from_______________?
Identifying Attributes and Components-
What are the characteristics/ parts of_______________?
Predicting- What might happen if________________?
Elaborating- What ideas/ details can you add to_____________?
Ordering- Arrange into sequence according to___________?
Summarizing- Can you summarize_____________?
Etc…………………
Techniques of Effective Questioning
1. Establish an appropriate environment.
Only certain questions should be
posed in front of students; “bedside” questions
should focus principally on knowledge and recall
and to a lesser extent on comprehension.

2. Create a climate conducive to learning.

A happy facial expression, nod, or
verval acknowledgement of a correct response
encourages other students to participate in the
discussion. Pose questions in a non-
threatening way and receive answers in a
supportive fashion. A harsh tone, especially
when used to interrupt a response from the
student, can be devastating for both the student
and his or her peers.