FACILITATING LEARNING AND BLOOM’S

TAXONOMY OF OBJECTIVES

PROBLEM SOLVING AND CREATIVITY

QUESTIONS?
 What is this all about?
 In any days lesson, are you aware of the kind of
questions you ask?
 Are you fully aware of the purpose for which you frame
each one?
 Do you wonder whenever your questions are not
answered satisfactorily?
QUESTION/S
 Are central to the learning process.
 It stimulate, direct and motivates ones thinking.

 When used in connection with a topic being discussed,

they are intended to solicit clues whether to go on or to
retract.
 When used to verify or to collect evidences, they serve
to establish cause-and-effect relationships.
 Questions are continuously asked, a good sign of an
active thinking process going on.
FOLLOWING ARE SOME POINTERS THAT
MAY IMPROVE YOUR QUESTIONING
STYLE:
 A. PURPOSES
 To motivate
 To instruct
 To evaluate

 B.USES
 For verification
 For Productive Thinking
 For the Level of Thinking
A. PURPOSES
 TO MOTIVATE – Questions can put the children into
the right mood.

 TO INSTRUCT – Questions are used to highlight the

need for useful information.
 These questions are intended to teach

 TO EVALUATE – Questions are used during a lesson

primarily to find out if learning or understanding is being
achieved.
 This type of question can assist teachers in diagnosing
difficulties or weaknesses felt.
USES OF QUESTIONS
 1. For Verification
 Verification is the determination of whether or not a
statement is true.
 A. Analytic question – What is a guitar? What is the square
root of 16?
 B. Empirical question – If we raise the temperature to 100C
what will happen?
 C. Evaluative question – Who is your favourite teacher and
why?
2. FOR PRODUCTIVE THINKING
 A. Cognitive-Memory Questions – Who was the fourth
president of the university?
 B. Convergent Questions – Compare Teacher A and
Teacher B.
 C. Divergent Questions – What comes to mind when you
think of internet?
 D. Evaluative Questions – What do you think of Prof.
Jose Cruz as a Dean?
3. FOR LEVEL OF THINKING (BENJAMIN
BLOOM)
 A. Knowledge
 Questions cues:
 List,define, tell, identify, show, label, collect, examine,
tabulate, quote, name, what, who, when, where, etc.

 B. Comprehension
 Questions cues:
 Summarize, describe, interpret, contract, associate,
differentiate, discuss
 C. Application
 Questions cues:
 Apply, demonstrate, show, solve, discover, relate, change,
classify, and experiment, etc.

 D. Analysis
 Questions cues:
 Analyze, separate, order, explain, connect, classify, arrange,
compare, select, explain, infer
 E. Synthesis
 Questions cues:
 Combine, integrate, modify, re-arrange, plan, design, invent,
rewrite, predict etc.

 F. Evaluation
 Questions cues:
 Assess, decide, rank, judge, evaluate, conclude, convince,
discriminate, value
BASIC QUALITIES OF EFFECTIVE
QUESTIONS:
 1. Brief
 Think about it ahead of time
 Rehearse the question
 Visualize yourself delivering the questions just the way you
want to.
 2. Clear
 Don’t use Passive voice
 Example:
 P – So, who’s going to be completing the graph on the board?
 A – So, who’s going to complete the graph on the board.
 Don’t use Big Words are Unnecessary
 Example

 A. What are the appropriate discourse markers for the

rhetorical pattern of comparison and contrast in your
essay?
 B. What are the appropriate linking words that indicate
comparison and contrast in your essay?
 Avoid Multiple Negatives
 Example:

 Do you think the government shout veto (negative) to

discontinue (negative) the policy of rejecting (negative)
the influx of new medical equipment that haven’t
(negative) successfully gone through the non-mandatory
inspection?
 3. Focus
 Example:

 According to the essay, what are some of the reasons that

make Filipinos very indirect? I mean, what seems to be
the main problem? Do you agree with such reason?
Why? Might there be some instances when being
indirect is necessary? Can you name such instances?
FOLLOW UP QUESTIONING TECHNIQUE
 General tips:
 BE sure the allow “wait time” for thinking to process

 Avoid the question “do-you-understand?

 Avoid Yes – No questions

 Be sure students have the needed background and

resources to response to the questions posed
 Open-ended and closed question are useful

 Include clarifying questions, demands and statements

 Inject clues to assist week or shy students.

 Consider individual abilities when selecting the student
who should respond. This will lessen frustration among
the week ones.
 Use questions from all levels of thinking.

 Be aware of your own style of questioning

HOW WE RESPOND TO STUDENTS
ANSWER: (TIPS)
 Adopt a relaxed and non-threatening role
 Encourage divergent thinking

 For those who are finding difficulty in expressing

themselves, assist them in finding the appropriate terms
or supplying missing words
 Non verbal gestures such as a nod or a smile can
motivates students to make an attempt in answering
 Allow sufficient wait-time if you have to pursue the first
question further.
REMOVE 8 MATCHES TO LEAVE JUST TWO
SQUARES, WHICH SHOULD NOT TOUCH.
WHAT WOULD HAPPEN IF HUMANS
HAD ONE EYE AT THE BACK OF THEIR
HEAD?

Your answer Why

PROBLEM SOLVING
AND CREATIVITY

By: Edward Paul Torrance

 A common framework for creative thinking processes
which describe by Torrance.
 Father of Creativity

 The Torrance Tests of Creative Thinking helped shatter

the theory that IQ Tests alone were sufficient to gauge
real intelligence.
ASPECTS OF PROBLEM SOLVING AND
CREATIVITY
 1. Fluency
 2. Flexibility

 3. Elaboration

 4. Originality
FLUENCY
 Refers to the production of a  APPLICATION
great number of ideas or ACTIVITIES:
alternate solutions to a problem.
 Trace a picture and label
 It implies understanding, not
just remembering information the parts.
that is learned.  Outline an article you find
on your topic.
 KEY WORDS:  How many uses can you
 Compare, convert, count define, think of for a clothes
describe, explain, identify, hanger?
label, list, match, name, outline,
 List 15 things that are
paraphrase, predict, summarize.
commonly red or contain
red.
 Example:
 Apple, blood, brick,
caboose, cherry,
Christmas stocking, exit
sign, fire alarm, flag
heart, red nose reindeer,
rose, tomatoes, wagon
FLEXIBILITY
 Refers to the production  KEY WORDS:
of ideas that show a  Change, demonstrate,
variety of possibilities or distinguish, employ,
realms of thought. extrapolate, interpret,
 It involves the ability to predict.
see things from different
points of view, to use
many different
approaches or strategies
 APPLICATION IDEAS:  Example:
 What would happen if…  Fruit, safety, features,
there were no automobiles? vehicles
 How would a …dog look to
a flea?
 How is ________like
____________?
 How would you feel if …
you were invisible for a day?
 How would you group the
ideas about “red” into
categories?
 Once categories are identified, fluency may be further
demonstrated by generating more ideas about the idea
red within categories.
 Even a modest attempt could result in the following lists,
recognizing that the creative thinking process may shift
the mind in a spiral way between all four aspects of
creativity.
RED FRUIT RED SAFETY RED VEHICLES
FEATURES
Apple Exit sign Caboose
Cherry Fire alarm Fire truck
raspberry Stop sign Tricycle
tomatoes Tail lights wagon
ELABORATION
 Is the process of  KEY WORDS:
enhancing ideas by  Appraise, critique,
providing more details. determine, evaluate,
 Additional detail and grade, measure, select,
clarity improves interest test.
in, and understanding of,
the topic.
 APPLICATION IDEAS:
 Tell your neighbor about your last family trip using as
many details as possible.
 What can you add to ____________ to improve its
quality or performance?
 Describe all the possible characteristics of the red quality
in a wagon.

 Examples: Shade, finish, texture, uniformity

ORIGINALITY
 Involves the production of ideas that are unique or
unusual.
 It involves synthesis or putting information about a topic
back together in a new way.
 Key Words:
 Compose, create, design, generate, integrate, modify,
rearrange, reconstruct, reorganize, revise.

 Application ideas:
 Find an original use for _____________.

 What would be the strangest way to get out of bed?

 Design a new _____________ that is better than the one

you have?
 Write an unusual title for the ideas about red.

 Example: Revolutionary “Red” Representation.