The Art of

Questioning
BY: FLORA MAE T. ABBE
MT-1/Gumalang ES
 CONTENT
Introduction
Purposes of Questioning
Principles of Questioning
Levels of questioning - BLOOM’S
TAXONOMY – COGNITIVE DOMAIN
Types of Questioning
OBJECTIVES:
a. List at least six principles of good
questioning;
b. Define the six level of cognitive thinking
according to bloom;
c. Write at least two questions at each of
the six levels of questioning under the
bloom’s classification system;
 INTRODUCTION
A question is any sentence which has
an interrogative form or function. In
classroom settings, teacher questions are
considered as instructional cues or stimuli
that convey to students the content
Confidence-building strategies
elements to be learned and directions for
what they are to do and how they are to do
it.
This calls for the teachers’ careful planning
and crafting of questions.
Questions should play a central role in the
learning process. Because of this, we need to
carefully plan
Confidence-building strategies
our questions in order to
guide the students toward further
investigation and a deeper understanding of
the concepts being stressed.
In other words, we need to teach them
how to think critically, logically, and
creatively by exposing them to a culture
of thinking through our good
questioning.
Confidence-building strategies
PURPOSES OF
QUESTIONING
1. To get the interest, engage and
challenge the learners.
2. To check on prior knowledge.
3. To stimulate recall and use of
existing knowledge and experience
in order to create ne understanding
and meaning.
4. To focus thinking on key concepts
and issues.
5. To extend learners’ thinking from the
concrete and factual to the
analytical and evaluative.
6. To lead learners through a planned
sequence which progressively
establishes key understandings.
7. To promote reasoning, problem solving,
evaluation and the formulation on
hypotheses.
8. To promote learners’ thinking about the
way they have learned.
9. Develop critical thinking skills and
inquiring attitudes and reinforce
student understanding.
10. Provide feedback and enliven classroom
discussion.
PRINCIPLES
OF
QUESTIONING
1. Distribute questions so that all, including
non-volunteers, are involved.
2. Balance factual and thought-provoking
questions.
3. Ask both simple and exacting questions,
so that the poorer students may participate
and the brighter students may be
extended.
4.Encourage lengthy responses and
sustained answers.
5.Stimulate critical thinking by asking: “to
what extent? ..how?...under what
circumstances?....why? compare (or
contrast)..”
6. Use the overhead technique:
1) questions, 2) pause 3) name.
7.Ensure audibility, then refuse to repeat
questions or answers
(in large classes always repeat questions
and answers.
8. If a student asks a question, don’t
answer it until you’ve asked the class,
“how would you answer that
question…?
9.Personalize questions (“pretend you
are…what would you do?”)
 Levels of Questioning
BLOOM’S TAXONOMY –
COGNITIVE DOMAIN
1.KNOWLEDGE: requires that the
student recognize or recall
information.
Examples:
* what is the main idea in_________?
* what are the characteristics of________?
* how is _________ related to __________?
 Sample Questions for Remembering
What is ________? Where is _______?
How did it happen _____? Why did ________?
How would you show _____? When did _______?
Who were the main ______? Which one _______?
How is ________?
 Questions
When starting with what,
did ________________happen?
where, when,
How would why___________?
you explain and how whose
How would you describe __________?
answers could be retrieved,
Can you recall _______________?
recognized and recalled from
Can you select _______________?
the
textCanor
youon the ______________?
list three lines of the text read,
fallWho
under remembering.
was ______________?
2. COMPREHENSION: requires the student to
think on low level such that the knowledge
can be reproduced or communicated without
a verbatim repetition.
Examples:
* what does “singing the blues” imply?
* which term does not belong in this sentence?
* A lion is to pride as ______ is to flock.
* Explain why paul is a developing character in
the story.
UNDERSTANDING
(Comprehension)
(translating, interpreting and
extrapolating)

The learner grasps the meaning of

information by interpreting and
extrapolating what has been learned.
Condense this paragraph…
Sample Questions for Understanding
State inhappen
What would your ownif…?
words…
Which are facts? Opinions?
What part doesn’t fit?
What does this means…?
How would compare? Contrast?
Is this the same as…?
What is the main idea of…?
Giving an example
How would
Select summarized…?
the best definition
 Questions with what, where, why
and how questions answers could be taken
between the lines of the text through
organizing, comparing, translating,
interpreting, extrapolating, classifying,
summarizing and stating main ideas fall
under understanding.
3. APPLICATION: requires the student to solve
or explain a problem by applying what he or
she has learned to other situations and
learning tasks.
Examples:
* looking at the map, state the possible locations for
the cultivation of wheat.
* Choose from the array of watercolors and paint a
picture of a rock.
* How would you get in contact with the person who
was supposed to meet you?
 Sample Questions for Applying
What other you
How would wayorganize
would you plan toto________?
________ show
_______?
What questions would you ask in an interview
How_________?
with would you show your understanding of
_________?
How would you apply what you learned to
What facts would you select to show
develop ________?
what__________?
How would you solve ________ using what you
What elements would you change __________?
have learned?
4. ANALYSIS: requires the student to solve
a problem through the systematic
examination of facts or information.

Examples: Study pictures

* what features of the land allow cultivation.
* which vehicles would most likely be used to travel?
* do the above answers tell you what kind of
occupation most people
living here would you have? Why?
Sample Questions for Analyzing
Which statement is relevant?
What is the conclusion?
What does the author believe? Assume?
Make a distinction between _______
What ideas justify the conclusion?
Which is the least essential statement?
What literacy form is used?
5. EVALUTION: requires the students to
make an assessment of good or not so
good according to some standards.

Examples:
* Indicate in what ways this is a beautiful
poem.
* Appraise the speech’s effective based upon
the class criteria.
 Sample Questions for Evaluating
What fallacies, consistencies, inconsistencies
appear ________?
Which is more important _________?
Do you agree ______________?
What information would you use _______?
Do you agree with the ______________?
How would you evaluate __________?
6. SYNTHESIS: requires the student to
find a solution to a problem through
the use of original, creative thinking.
Examples:
* Design a sand table so that you can study
different kinds of erosion
* offer two proposals to solving the crowding on
our school’s halls at lunch.
* Propose a plan for getting others in class to
be quiet when someone else is talking.
CREATING
(combining statement into a pattern
not clearly there before)
The learner creates new ideas
and information using what have been
previously learned.
 Sample Questions for Creating
Can you design a ______________?
What possible solution to ________?
How many ways can you ________?
Can you create a proposal which would
_________?
TYPES OF
QUESTIONING
1.Factual questions are used to get
information from the students and often
test rote memory.
2.Clarification questions intend to provide
clarity to both students and teachers. Such
questions have important clueing effects’
and help students to revisit their earlier
statements with alternative perspectives.
3.Broadining or extension questions
enlarge the existing theme, explore implications
of the response and can be useful in opening up
further possibilities such questions can be used
to assess additional knowledge of the students.

4. Justifying questions probe for

assumptions and explore reasons for particular
answer. The questions require significant
comprehension and reasoning skills on the part
of the students.
5. Hypothetical questions are used to
explore students’ understanding of
complex situations beyond the scope of a
particular encounter by creating
hypothetical scenarios. Hypothetical
questions often come in handy during the
latter part of teacher-student interactions
when the basic facts and concepts are
already established.
6.Questions about questions
probe for reason for the question that
students teachers. This allows the
students to verbalize their reasoning and
understanding of the events leading to
their own questions.
7. Redirect questions address the
same question to several question and
distribute responsibility. The benefit of such
questions include generation of a wider
variety of responses and allowing students to
evaluate each other’s contributions. This
technique shifts the focus from teacher-
student interactions to students-students
interactions.
Thank You!