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32 views4 pages

Sas 22

Uploaded by

jvmartin.sjc
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© © All Rights Reserved
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Principles and Strategies of Teaching in Medical Laboratory Science

Module #22 Student Activity Sheet

Name: Class number:


_____________________________________________________________ _______
____ Date:
Section: ____________ Schedule: ________________
________________________________________

Lesson title: EFFECTIVE QUESTIONING AND REACTING Materials:


TECHNIQUES Module Manual, Black ball pen,
Paper/Notebook
Learning Targets:
At the end of the module, students will be able to: References:
1. Identify some effective reacting techniques Corpuz, B.B., Salandanan, G.G., (2013).
2. Determine how a teacher can improve his/her questioning skills Principles of Teaching 1 (Third edition).
1. Lorimar Publishing CP., INC.

A. LESSON PREVIEW/REVIEW
The instructor will prepare an activity intended to recap or review the previous lesson. The students will answer the review
questions:

1. What routines can be established for an efficient and effective teaching-learning process?

B.MAIN LESSON
The students will study and read
pages 188-203 of the book. "Children go to school as question marks and leave school as periods".
Introduction.

The proceedings in a Science class were tape recorded. It was observed that in the forty-minute lesson the teacher
asked 29 questions, all of which are of the "what" type. Maybe they were all answered. They were merely simple recall
questions. But has the teacher develop the pupil's thinking skills?

The kind of questions we ask determine the level of thinking we develop.

 Low level questions demand low level responses. (e.g. What was the temperature range yesterday?)
 High level questions call for higher-order thinking ability. (e.g. Why does temperature continue to rise from early
morning till noontime?

Types of Questions according to Purpose


1. For Assessing Cognition
This type of questions is used to determine one's knowledge in understanding,

2. For Verification
It determines the exactness or accuracy of the results on inactivity or performance.

3. For Creative Thinking

This document is the property of PHINMA EDUCATION 1


Principles and Strategies of Teaching in Medical Laboratory Science
Module #22 Student Activity Sheet

Name: Class number:


_____________________________________________________________ _______
____ Date:
Section: ____________ Schedule: ________________
________________________________________

Probe's into one's originality,

4. For Evaluating
Elicits response that include judgements, value and choice.

5. For Productive Thinking


Includes cognitive reasoning.

6. For Motivating
Attempts to put the students in the right mood.

7. For Instructing
The questions ask for useful information
Types of Questions according to Level/Answer:

As to level, questions can either below or high level.

1. Low level questions

- Include memory questions or those that require simple recall. (Example: Define energy. State the first law of motion.)

2. High level questions

- Questions that call for a respondent's ability to analyze, evaluate and solve problems. (Example: Why does
temperature rise towards noontime?)

3. Convergent questions

- Questions that require a single predictable answer. (Example: Defining, stating, interpreting, and summarizing. )

4. Divergent questions

- Require the respondents to think in "different directions", to think of alternative actions or to arrive at own decision. (Example:
Why are you voting for him? What will happen if you leave it under direct sunlight for a week?).

Questioning Skills

Class interaction is dependent on your questioning skills. The following are the skills you should acquire to generate
interaction among students:

1. Varying type of question

- Ask convergent, divergent, and evaluative questions

2. Asking non-directed questions

This document is the property of PHINMA EDUCATION 2


Principles and Strategies of Teaching in Medical Laboratory Science
Module #22 Student Activity Sheet

Name: Class number:


_____________________________________________________________ _______
____ Date:
Section: ____________ Schedule: ________________
________________________________________

- Pose the question first, then call a student to answer.

3. Calling on non-volunteers

- Don't just call on those who raise their hands.

4. Rephrasing

- If a question is not understood, simplify it or ask in another way.

5. Sequencing logically

- It is asking related questions one from simple to complex one after another.

6. Requiring abstract thinking

- Going beyond simple recall questions.

7. Asking open-ended questions

- Asking divergent questions to develop higher-order-thinking skills

8. Allowing for sufficient wait time

- Wait time refers to the pause needed by the teacher after asking a question. Usually there is a need to revise or
improve the question if it proves difficult at the moment. A longer pause would encourage the students to continue thinking.

Providing sufficient wait time can achieve the following:

 Motivates slow thinking students to respond


 Improves the quality of the responses made
 Decreases the amount of guessing or wrong inferences
 Increases the number of correct responses
 Leads the teacher to vary her questions
 Provides time for the teachers to evaluate the answers given.
 Encourages the students to ask their own questions.
9. Assessing comprehension

- Ask questions to test comprehension.

10. Involving as many as possible

- Widen participation

To be continued on Session 23.

This document is the property of PHINMA EDUCATION 3


Principles and Strategies of Teaching in Medical Laboratory Science
Module #22 Student Activity Sheet

Name: Class number:


_____________________________________________________________ _______
____ Date:
Section: ____________ Schedule: ________________
________________________________________

C. LESSON WRAP-UP
Thinking about Learning
Focus Questions:
1. For a highly interactive classroom, what are the various types of questions asked?

2. What are some questioning skills that teachers should develop to generate interaction?

3. What are some effective reacting techniques?

This document is the property of PHINMA EDUCATION 4

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