QUESTIONING

STYLES
AND
STRATEGIES FOR
INSTRUCTIONAL
MATERIALS

Prepared by: Cherryl Mae P. Banlat

Is there an
art in questioning?
Question

– any sentence which has an interrogative form or function.

– In the classroom:
Questions are considered as instructional cues or stimuli that
convey to the students the content elements to be learned
and directions for what they are to do and how to do it. It
should also play a central role in the learning process.
– Good questioning is an excellent aid to teaching that is
hardly utilized to the fullest extent.
– Good questioning challenges the higher order reasoning/
thinking skills of the students.
– Good questioning is a determinant of teaching and
learning outcomes.
– The quality of the teachers’ questions affects the quality of
thinking in the classroom.
LOW ORDER QUESTIONS
– the most common questions that teachers use
– require simple recall
– do not give much challenge to students’ thinking and reasoning
skills
– usually are close-ended questions and questions that require
specific answer
 HIGH ORDER QUESTIONS

– stimulated through the use of open-endedquestions

– Requirehigherorderreasoning
– engage students in a dynamic thinkingandlearning
Why do teachers ask questions?
PURPOSES OF QUESTIONING
– to interest, engage and challenge the learners
– to check on prior knowledge
– to stimulate recall and use of existing
knowledge and experience in order to create
new understanding and meaning
STRATEGIES IN QUESTIONING
1. Distribute questions so that all, including nonvolunteers, are involve
2. Ask both simple and challenging questions so that the poorer
students may participate and the brighter students may be extended.
3. Encourage lengthy responses and sustained answers.
Avoid yes-no questions, questions overlaid with afterthoughts,
fragmentary questions, and questions that tug or encourage
guessing.
If you catch yourself asking a yes-no question, add “Explain.”
4. Stimulate critical thinking by asking:
“To what extent?”, “How?”, “Under what circumstance?”, “Why?”,
“Compare (or contrast)…”
a) Avoid “Does anyone know…?” and “Who can tell us…?”
b) Allow time for thought. Wait until five to six students want to
speak.
c) Be a model of exact phrasing and coherent thinking.
1) Phrase questions clearly, within the vocabulary limits of the class.
2) Make each question specific, short and proactive.
5. Never interrupt a student who is attempting to answer, nor
tolerate ridicule of an honest effort.
6. Use the overhead technique: Question--Pause—Name
7. If a student ask a question, don’t answer it until you’ve asked the
class, “How would you answer that question?”
8. Personalized questions: “Pretend you are…what would you do?”
Suggest partnership by inquiring “How can we…?”
LEVELS OF QUESTIONING
NOTE:

– Low Level Thinking Skills (LOTS) are those in the knowledge and
comprehension level.

– High Level Thinking Skills (HOTS)

are those that go beyond the comprehension level.
References:

– https://
www.slideshare.net/MariaMarthaManetteMadrid/the-art-of-questioning-1278
7198

– https://www.slideshare.net/rejzmaalam/the-art-of-questioning-teachers-role?q
id=5aab46f8-18f2-43b5-a459-d7cfc20289d0&v=&b=&
from_search=7
– https://
citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questi
oning-strategies
THANK YOU!