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Effective Questioning and,[object Object],Reacting Techniques,[object Object],                 (Rowena M. Tivoli),[object Object],“Children go to school as question marks and leave school as periods.” Neil Postman,[object Object]
Focus Question:,[object Object],[object Object]
What are some questioning skills that teachers should develop to generate interaction?
How can a teacher improve his/her questioning skills?
What are some effective reacting techniques?,[object Object]
	The kind of questions we ask determine the level of thinking we develop. Low level questions demand low level responses. They require responses of the simple recall or memory type of answers. ,[object Object],	Examples: What was the temperature range yesterday? What insect transmits dengue fever? What part of a plant serves as its factory?,[object Object]
	High level questions call for higher-coder thinking ability. “Why” and “how” questions require analysis of observations. The conclusions is arrived at after weighing evidence or establishing a pattern out of a recorded tabulation of data.,[object Object],	Examples: Why does temperature continue to rise from early morning till about noontime? How does the hydrologic cycle occur? A question is taken as a request for information. It is simply an inquiry about something. ,[object Object]
	In teaching, it takes the form of a problem at the start of a n investigation or query about a current issue such as time or classroom management. It is a statement that demands an explanation, a purpose or an argument. A daily lesson seldom without even a single question. It is the question, stated in any form that unlocks thinking. Hence, it is integral in the teaching practice.,[object Object]
Types of Question according,[object Object], to Purpose,[object Object],The kind of question we ask varies according to purpose. Here are some:,[object Object]
For Assessing Cognition,[object Object],This type of question is used to determined one’s knowledge in understanding. They promote high level thinking. Divergent questions and open-ended inquiries call for analysis and evaluation. Example: what is likely to happen if the ozone layer of the atmosphere continues to deteriorate sound heard louder when under water than out of it.,[object Object]
For Verification,[object Object],It determines the exactness or accuracy of the result of an activity or performance. Example: was the weight of liquid displace exactly the same as the weight of the object immersed in it? Why is lightning seen before the thunder is heard?,[object Object]
For Creative Thinking,[object Object], It probes into one’s originality. Example: how will you present the layers of the earth to your class? Simulate the eruption of Mt. Mayon. The question may ask for pupils  own ideas or new ways of doing things. Example: how can you demonstrate soil-less gardening?,[object Object]
For Evaluating ,[object Object],It elicit responses that include judgment, value and choice. It also asks personal opinion about an event, a policy or a person. Example: was  your teachers slide presentation well done?,[object Object]
For Productive Thinking,[object Object],It includes cognitive reasoning. It analyses facts, recognizes patterns or trends and invokes memory and recall. Example: why was our fourth secretary of the department of agriculture successful with the small landowners? How can we apply the law of conservation of energy?,[object Object]
For Motivating ,[object Object],Before discussing the lessons, a number of  questions about the topic can serve to arouse their interest and focus attention. In attempts to put students in the right mood. Example: would you like to know how your favorite flower can remain fresh longer? Did you ever train a pet? ,[object Object]
For Instructing,[object Object],The questions asks for useful information. It directs, guides and advise on what and how to do an activity. Example: what are the steps in performing an experiment?,[object Object]
Types of Question according to level / Answer,[object Object],As to level, question can either below or higher level.,[object Object]
Low level Questions,[object Object],	They include memory questions or those that require simple recall. Example: Define energy. State the first Law of Motion. ,[object Object]
High Level Questions,[object Object],These questions call for a respondent’s ability to analyze, evaluate and solve problems. Examples: What is the relation between the distance of a planet and its period of revolution? Why does temperature rise towards noontime?,[object Object]
Divergent Questions,[object Object],	They require the respondent to think in” different directions”, to think of alternative actions or to arrive at own decision. There are several possible answers. Example: Why are you voting for him? What will happen if you leave it under direct sunlight for a week?,[object Object]
Questioning Skills,[object Object],Class interaction is dependent on your questioning skills. What skills should you acquire to generate interaction among your student?,[object Object]
[object Object],[object Object],[object Object]
    	Rephrasing - if you sense a question was not 	understood, simplify it or ask it in another 	way.
          Sequencing logically- it is asking related 	questions one from simple to complex one after 	another.,[object Object],[object Object]
         Allowing for sufficient wait time- Wait time 	refers to the pause needed by the teachers 	after asking a question. This is the time when 	she waits for an answer. A number of things 	to consider are: a.) the level of difficulty of 	the questions, b.) the type of response 	required, c.) the background knowledge of 	the respondents and d.) the intellectual 	ability of the respondents.,[object Object]
Providing sufficient wait time can achieve the following:,[object Object],	*Motivates slow thinking students to respond,[object Object],	*Improves the quality of the responses made,[object Object],	*Decreases the amount of guessing or wrong ,[object Object],	inferences,[object Object],	*Increases the number of correct responses’,[object Object]
	*Leads the teacher to vary her questions,[object Object],	*Provides the time for the teachers to evaluate 	  the answers given.,[object Object],	*Encourages the students to ask their own 	  questions. Give students enough time to                           	  think about the answers.,[object Object]
[object Object]
         Involving as many as possible- distribute 	your questions to as many students. Widen 	participation. Don’t just call on students 	on students who raise their hands. By their 	facial expressions, you can sense who 	among your students would like to recite.,[object Object]
[object Object]
  Request a colleague to critique your own style as                                 to: a.) kind of questions often asked, b.) the type of responses required. Knowing your errors in questioning would make it easy to effect the necessary changes. Too many “what” questions will be avoided.
  Increase your own repertoire of type questions. Training on employing divergent, high level and open-ended questions improves your questioning technique. Fully aware of the instructional objectives set for a particular lesson, you would be able to frame more interesting and thought-provoking questions rather than the memory type.,[object Object]
    Spend time reflecting on the type of questions you ask. Improve on them. ,[object Object]
	The teacher’s reaction to their inquisitiveness can motivate or discourage them from asking more question. Some may give honest answer, others may instantly stop them from attempting to ask more. How can we encourage  children to ask question? Here are some tips:,[object Object],The teacher’s questioning technique is the key in encouraging students to ask correct, relevant and high level question. Her question can serve as a good examples.,[object Object],Attend to their question. Avoid dismissing irrelevant questions. Assist in clarifying or refocusing in order to solicit correct responses.,[object Object]

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Effective questioning (2)

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  • 3. What are some questioning skills that teachers should develop to generate interaction?
  • 4. How can a teacher improve his/her questioning skills?
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  • 23. Rephrasing - if you sense a question was not understood, simplify it or ask it in another way.
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  • 31. Request a colleague to critique your own style as to: a.) kind of questions often asked, b.) the type of responses required. Knowing your errors in questioning would make it easy to effect the necessary changes. Too many “what” questions will be avoided.
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