Outline:
Categories of Questions
Uses of Questions
Types of Questions According to Purpose
Types of Questions According to Level
Characteristics of Good Questions
Questioning Skills and Conduct of Good Questioning
Handling Student’s Response & Handling Student’s Questions
Sequence of Questions
2. Outline
• Categories of Questions
• Uses of Questions
• Types of Questions According to Purpose
• Types of Questions According to Level
• Characteristics of Good Questions
• Questioning Skills and Conduct of Good
Questioning
• Handling Student’s Response & Handling
Student’s Questions
• Sequence of Questions
3. Categories of Questions
• Knowledge (who, what, whom, where, why, how)
• Comprehension (retell)
• Analysis (What are the parts of.... ? features
of....? Classify according to....)
• Application (How is.... an example of....? How is....
related to.....? Why is.... significant....?)
• Synthesis (What would infer from? What ideas can
you add to? How would you design a new....? What
would happen if you combine...?)
• Evaluation (Do you agree that...? What do you
think about...? What is the most important.....?
Place the ff. in order of priority. How would you
decide about...? What criteria do you need to use
to assess....?)
4. Uses of Questions
• To stimulate pupils to think
• To motivate pupils
• To diagnose pupil’s difficulties
• To discover pupil’s interest
• To help pupils organize and evaluate
• To aid pupils to relate pertinent experiences
to the lesson
• To focus pupil’s attention
• To develop new appreciation and attitudes
• To provide drill or practice
• To show relationships such as cause and
effect
• To encourage the application of concept
5. Types of Questions
According to Purpose
• For assessing cognition
• For verification
• For creative thinking
• For evaluating
• For productive thinking
• For motivating
• For instructing
7. Characteristics of Good
Questions
brief, clear, and unequivocal
not be lifted from the book
suited to the age, experience, and ability of the
student
deal with only one idea
vary in difficulty
applicable to all students
thought-provoking and challenging
are not self-answering
relevant to the lesson under discussion
in good grammatical form
8. Questioning Skills and Conduct
of Good Questioning
• Varying type of questions
• Ask questions in conversational tone
• Asking non-directed questions
• Calling on non-volunteers
• Students should not be called in fixed
order
• Allowing for sufficient wait time
• Courtesy between the teacher and his
students should prevail during the
questioning session
9. Handling Student’s
Response
• Show appreciation for any answer
• Wrong answers should never be allowed to go uncorrected
• Giving appropriate praise for high quality responses
• Following up a student’s response with related questions
• Answering in chorus should not be allowed by the teacher
• Teacher should be glad to welcome questions
• Irrelevant and inane questions should not be entertained
• Questions should be thrown first to the whole class for an
answer or discussion
• Questions should be in correct grammar or in good language
Handling Student’s
Questions
