EFFECTIVE QUESTIONING

AND REACTING TECHNIQUES

Reported by: Emmanuel Vergara Carolino

THE ART OF
QUESTIONING

Why do we
ask?

What do we
ask?

How do we
ask?

How do we
respond?

THE ART OF
QUESTIONING

Why do we
ask?

What do we
ask?

How do we
ask?

How do we
respond?

QUESTIONING: WHAT IS IT
FOR?
Question
(n.) a sentence, phrase or word that is used to
test someones knowledge (Merriam-Webster)

Questioning (classroom context)

a teaching tool used to initiate discussion and
allow students to explore and refine their
understanding of lessons (Cornell University)

FUNCTIONS OF
*
QUESTIONING
1.Stimulates students thinking
Must be thought-provoking
Poor: What is the average size of an animal
cell?
Good: What do you think would happen if the
size of the animal cell is smaller that the
average?
*

Lardizabal, et. al., 1997

FUNCTIONS OF
QUESTIONING
2. Serves as motivation
Arouses students enthusiasm and holds their
interest
Usually done to introduce a new topic
Ex: Why is it that water and oil do not mix?

FUNCTIONS OF
QUESTIONING
3. Diagnoses students difficulties
Gauge students understanding by giving a
wide array of questions (equally distributed as
easy, average and difficult)

4. Reveals interests of students

Relate questions to their personal preferences
Ex: If you were given the chance to return back
in time, which period would you travel to?

FUNCTIONS OF
QUESTIONING
5. Helps students organize and evaluate
Aides the students in terms of data analysis,
formation of generalizations and assessing
certain concepts
Ex: Given that Mars had possibly been
inhabited by some life forms millions of years
ago, is it possible for man to inhabit Mars?

FUNCTIONS OF
QUESTIONING
6. Links students experiences and
lessons
Relates topics to the students everyday life
Poor: What are the guiding principles of
advertising?
Good: What is your favourite TV commercial?
Why do you love that advertisement?

FUNCTIONS OF
QUESTIONING
7. Focuses on the key points
Leads the students back to the topic when
the discussion becomes astray.

8. Provides drill or practice

Involves frequent recall of topics that aide in
concretization of the concepts

FUNCTIONS OF
QUESTIONING
9. Hones new appreciations and attitudes
Serves as eye-opener for new ideologies or
reiterates an existing belief system leading to
new or improved appreciation
Ex: Having learned how global warming
affects the world, how can you, in your own
little way, save our only home from further
damage?

FUNCTIONS OF
QUESTIONING
10. Shows relationship/s between facts
Usually in the form of cause-and-effect
Poor: What is the major premise of the zeroth
law of thermodynamics?
Good: Why is it that when several objects
come in contact with each other, their
temperatures become equal after some time?

FUNCTIONS OF
QUESTIONING
11. Promotes application of concepts
When topics are applied by the learners, i.e.
on a personal level, retention becomes better
Ex: Did you ever find your self in a very
humid place (or mabanas)? Why do you think
is it harder to perspire if the environment is
humid (or mabanas)?

THE ART OF
QUESTIONING

Why do we
ask?

What do
we ask?

How do we
ask?

How do we
respond?

QUESTIONS: TYPES &

CLASSIFICATIONS
Questions raised by the teacher must be
considered GOOD
The questions must also serve the
function/s they are intended for
They may be classified according to:
1. Purpose
2. Level

THE GOOD QUESTIONS

1.Clear and concise
Easily understandable and unambiguous
Poor: How does the graph of r = 2 + 3cos(t) look
like?
Good: Using the polar coordinate system, how
does the graph of r = 2 + 3cos(t) look like?

Lardizabal, et. al., 1997

THE GOOD QUESTIONS

2. Definite
Non-confusing and does not require more than
one line of thought
Poor: What are the adverse and beneficial
effects of using natural preservatives (such as
vitamin E) and synthetic preservatives (like
butylated hydroxytoluene)?
Good: Dissect the above question into parts

THE GOOD QUESTIONS

3. Thought-provoking
The learners thinking ability must be stimulated
Must not be a simple recall*
Poor: What requirements must be satisfied to be
qualified as a true organic farm?
Good: In the Philippine setting, is it really possible for
a true organic farm to exist?
*

unless the purpose is drill or exercise

THE GOOD QUESTIONS

4. Adapted to age, interest and ability
Questions must be suited to the learners
Ex:
1. Low: Where do you observe chemistry in your everyday
life?
2. Ave: How do you apply chemistry in your everyday life?
3. High: How can you use chemistry to alleviate poverty
& address problems encountered in your everyday life?

THE GOOD QUESTIONS

5. Divergent
An extended response must be presumed
A variety of answers must be harnessed
Must not be a simple recall*

unless the purpose is drill or exercise

QUESTION TYPE : ACCD TO

PURPOSE
*

1. Assessing cognition
2. Evaluating and verifying key concepts
3. Promoting productive and creative thinking
4. Motivating and directing the students

Corpuz and Salandanan, 2007

QUESTION TYPE : ACCD TO LEVEL

*

LOW versus HIGH

Low: involves mere recall
High: involves analysis, evaluation and solution

CONVERGENT versus DIVERGENT

Conv: has a single predictable answer
Div: requires thinking in different directions and
always results in a variety of answers
*

Corpuz and Salandanan, 2007

THE MAJOR GOAL OF QUESTIONING

to promote HOTS
H higher
O order
T Thinking
S Skills

THE MAJOR GOAL OF QUESTIONING

HOTS*
skills including critical, logical, reflective,
metacognitive, and creative thinking
skills activated when individuals encounter
unfamiliar problems, uncertainties, questions, or
dilemmas that are way beyond simple recall

Center for Advancement of Learning and Assessment, Florida State University

THE MAJOR GOAL OF QUESTIONING

Effects of promoting HOTS*
improved student performance
better learner motivation
continuous or life-long application of concepts

Brookehart, 2010

THE ART OF
QUESTIONING

Why do we
ask?

What do we
ask?

How do
we ask?

How do we
respond?

EFFECTIVE QUESTIONING SKILLS

1. Use a variety of question types

Combine low-level, high-level, divergent and
convergent questions to cater the whole class

2. Avoid directed questions

Questions must target the whole class to promote
attentiveness
*

Corpuz and Salandanan, 2007; Lardizabal, et. al., 1997

EFFECTIVE QUESTIONING SKILLS

3. Do not call students in a specific pattern or
arrangement
Questions must target the whole class to promote
attentiveness
Call out non-volunteers as well

4. Restate or rephrase questions if needed

To further clarify a seemingly vague question

EFFECTIVE QUESTIONING SKILLS

5. Ask successive questions in logical order
Guides the learners and helps them answer the
ultimate question

6. Promote abstract thinking

Thought-provoking questions encourages HOTS

EFFECTIVE QUESTIONING SKILLS

7. Ask open-ended questions
Questions having no single definite answer that
encourages HOTS

8. Allow sufficient wait time

Time must be given to let the students generate
their answers in a sound manner with a wellconstructed thought

EFFECTIVE QUESTIONING SKILLS

9. Ask in a well-modulated audible voice
for clarity and to save on time

10. As much as possible, avoid repeating

questions
enhances the students attentiveness

IMPROVING QUESTIONING SKILLS

1. Ask for comments (i.e. constructive
criticism)
2. Conduct self assessment (hence, know your
own style)
3. Increase repertoire of questions (i.e.
variety)
4. Consider individual abilities of students

THE ART OF
QUESTIONING

Why do we
ask?

What do we
ask?

How do we
ask?

How do we
respond?

PROPER RESPONSE TO STUDENTS

1. Provide feedback or praise
be tactful and avoid embarrassing the learner
guide the student by breaking the question
rephrase or explain answer for clarity
match the level of question to the response of
approval or satisfaction

PROPER RESPONSE TO STUDENTS

2. Use follow-up questions if necessary
to fuel a series of discussion

3. Redirect the question to other students if

needed
to harness a variety of answers

PROPER RESPONSE TO STUDENTS

4. Show non-verbal encouragement
to assure the students that their answers and
opinions are welcome

5. Solicit questions and pass it to the class

to fuel up a series of discussion
promotes class interaction

PROPER RESPONSE TO STUDENTS

6. Do not allow wrong answers slip by
correct them right away to avoid confusion

7. Prohibit answering in chorus

answering in chorus masks the inability of some
students to answer
some students may slack-off and drift away

PROPER RESPONSE TO STUDENTS

8. Require an answer with a complete sense
should bear a concrete thought
must be grammatically correct
audible

9. Avoid grading on the spot

it can introduce fear and inattentiveness

PROPER RESPONSE TO STUDENTS

10. Do not tolerate foolish behaviour
too much humor can disrupt the flow of discussion
and can grab away the attention of the class
non-sense answers must be dealt with accordingly

11. Do not give fallacious answers

admit inability to answer some questions but be
sure to get back to the students ASAP

REFERENCES

Major

Lardizabal, Bustos, Bucu and Tangco. 1997. Principles and Methods of

Teaching. 3rd Ed. Phoenix Publishing House, Inc. Quezon Ave., Quezon City
Philippines.
Corpuz and Salandanan. 2007. Principles of Teaching 1. 1 st Ed. Lorimar
Publishing Inc. Aurora Blvd., Cubao, Quezon City, Philippines.

Minor/Supplementary
Merriam-Webster Dictionary
Brookehart. 2010. How to Assess Higher-Order Thinking Skills in Your Classroom. Retrieved
from http://www.ascd.org/publications/books / on July 1, 2015
King, Goodson and Rohani. Higher
://www.cala.fsu.edu/ on July 1, 2015

Order

Thinking

Skills.

Retrived

from

http://www.cte.cornell.edu/teaching-ideas/engaging-students/using-effective-questions.html

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