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ART OFQUESTIONING

AND FRAMINGQUESTIONS

Orlando I. Guerrero

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To question well is toteach well. In theskilful use of questions

!o"e than an#thin$else lies the %nea"t of teachin$.&

- Earnst Sachs

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'u"(ose fo" Askin$

QuestionsAssessing

cognition

Verifcation

Creative thinking

Evaluating

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'u"(ose fo" AskiQuestions

productivethinking

motivating

instructing

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Uses of Questions

stimulate thinking

motivate

diagnose diiculties

discover interests

help organize and

evaluate

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Uses of Questions

relate pertinent eperiences tolesson

!ocus attention to the ke" point

the lesson

develop ne# appreciations an

attitudes

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Uses of Questions

sho# relationships$ such as cauand eect

encourage the application o

concepts

encourage peer evaluation

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T#(es of Questions

). Solicitin$ % Asks !orin!ormation

Eample' (hich o! the materials conduct energ"

(ho is the !ather o! Economics)

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T#(es of Questions

*. Di"ectin$+ *roposes the cours

action to take.Eample'

+o# can "ou reach the to#n one hour ea

+o# can an electromagnet ,e made stro

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T#(es of Questions

,. E-aluatin$% Calls !or #eighinevidences or assessing the eect some !actors or condition

Eample' (h" did the insects die in a tightl"%closed

container) (h" do #et clothes dr" !aster on a sunn"

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T#(es of Questions

. Res(on/in$ % Asks !or something ,edone

Eample'

(hich part o! a ,ook #ill "ou consult !or the meano! some terms)

(hat should "ou do so that "ou #ill get the correcans#er in doing math #ord pro,lems)

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A $oo/ question is-

Si!(le an/ clea"

De%nite

0hallen$in$ an/ thou$ht ("o-okin

A/a(te/ to the a$e a1ilities an/inte"ests of the stu/ents

Requi"e an e2ten/e/ "es(onse

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COGI/IVE *0OCE12I3E1IO1

0evised 4loom5s /aonom"

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3e-els of questionin$

Re-ise/ 43OOM5STA6ONOM7 8

0OGNITI9E DOMAIN0REATING

UNDERSTANDING

A''37ING

ANA37SING

E9A3UATING

REMEM4ERING

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Anal"sis

Application

Comprehension

6no#ledge

Anal"sing

Appl"ing7nderstandi

0emem,erin

Original/erms

e# /erm

Evaluation1"nthesis

Creatin

gEvaluating

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Re!e!1e"in$'

0ecall or retrieve previous learnedin!ormation

:e# ;o"/s' defnes$ descri,es$ identifes$

kno#s$ la,els$ lists$ matches$ names$ outlinrecalls$ recognizes$ reproduces$ selects$ st

Technolo$ies' ,ook marking$ 8ash cards$rote learning ,ased on repetition$ reading

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Sa!(le Question Ste!s

(ho)(here)(hich one)(hat)+o#)(h")+o# much)+o# man")

(hen)

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Re!e!1e"in$'

E2a!(lein$' 1eparates material orconcepts into component parts so tits organizational structure ma" ,e

understood. 2istinguishes ,et#een!acts and in!erences.

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Anal#>in$'

:e# ;o"/s' anal"zes$ ,reaks do#ncompares$ contrasts$ diagrams$deconstructs$ dierentiates$

discriminates$ distinguishes$ identiillustrates$ in!ers$ outlines$ relates$selects$ separates

Technolo$ies' ish,o#ls$ de,ating

http://www.nwlink.com/~donclark/hrd/learning/fishbowls.htmlhttp://www.nwlink.com/~donclark/hrd/learning/fishbowls.html

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Sa!(le Question Ste!s

(hat is the !unction o! -)

(hat5s !act) Opinion)

(hat assumptions -)

(hat statement is relevant)

(hat motive is there)

(hat conclusions)

(hat does the author assume)

1tate the point o! vie# o! -

(hat ideas a l )

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Sa!(le Question Ste!s

(hich events could not havehappened) I! - happened$ #hat might theending have ,een)

+o# is - similar to -) (hat do "ou see as other possi,leoutcomes) (h" did - changes occur) Can "ou eplain #hat must have

happened #hen -)

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Anal"zing

Eample' Directions' 0ead the !ollo#ing comments a teacher m

testing. /hen ans#er the ;uestions that !ollo# ," circletter o! the ,est ans#er.

1tudents go to school to learn$ not to take te

addition$ tests cannot ,e used to indicate a studa,solute level o! learning. All tests can do is ranstudents in order o! achievement$ and this relatranking is in8uenced ," guessing$ ,luing$ andsu,Fective opinions o! the teacher doing the sco

/he teacher%learning process #ould ,eneft i! #

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Anal"zing

Eample'

(hich one o! the !ollo#ing unstated assuis this teacher making)

A. 1tudents go to school to learn.

4. /eachers use essa" tests primaril".0. Tests !ake no cont"i1ution to lea"2. /ests do not indicate a student5s a,solevel o! learning.

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A"on sa ,atas ng demand$ alin sa sumusunod na paha"malina# na magpapali#anag ng graph tungkol sa ugnapres"o at demand ng mga kons"umer)

*res"o

2ami