QUESTIONING TECHNIQUES

The word question refers to the eliciting of a verbal

response. Response refers to the expected
acknowledgement – an answer. Reaction to the
modifying of what was said previously [ by clarifying
or synthesizing ]. A reaction may follow a question, a
response, or another reaction. A response is directly
elicited by a question. Questions and responses are
reciprocal, that is, questions elicit responses, while
responses arise from questions.
Why do we ask questions?
WHY ASK QUESTIONS?
Teachers ask questions for a variety of purposes,
including:
To actively involve students in the lesson
To increase motivation or interest
To evaluate students’ preparation
To check on completion of work
To develop critical thinking skills
To review previous lessons
To nurture insights
To assess achievement or mastery of goals and
objectives
To stimulate independent learning
One important finding is that questions that focus
student attention on important elements of a lesson
result in better comprehension than those that focus
on unusual or interesting elements. Questions should
also be structured so that most elicit correct responses.

TYPES OF QUESTIONS
Educators have traditionally classified questions
according to Bloom’s Taxonomy, a hierarchy of
increasingly complex intellectual skills. Bloom’s
Taxonomy includes six categories:
Knowledge – recall data or information
Comprehension – understand meaning
Application – use a concept in a new situation
Analysis – separate concepts into parts; distinguish
between facts and inferences
Synthesis – combine parts to form new meaning
Evaluation – make judgments about the value of ideas
or products
Some researchers have simplified classification of
questions into lower and higher cognitive questions.
Lower cognitive questions (Defining, stating, and
discussing) involve the recall of information. Higher
cognitive questions (analysis, synthesis, evaluation,
problem solving) involve the mental manipulation of
information to produce or support an answer.

According to some studies, lower cognitive questions

(knowledge and comprehension on Bloom’s Taxonomy)
may be most beneficial for primary students. Lower
cognitive questions are also more effective when the goal
is to impart factual knowledge and commit it to memory.
Responding to students’ answers

1. Adopt a relax 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.