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Priming Activity

What is the question?

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Social Media

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Death Penalty

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Miss France

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Art of Questioning

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Learning Objectives
At the end of the session, the participants should be
able to:
• classify questions according to the levels of
• ask questions for all levels of comprehension
• recognize and articulate the characteristics of
developmentally appropriate questioning techniques
• realize the importance of enhancing skills in

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Analysis 1

• What can you say about the questions you asked?

• Which questions are easy? Why do you consider
them such?
• Which questions are difficult? Why do you consider
them such?
• Is it important to ask questions? Why?
• What are your realizations about the way you ask

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• We ask questions to make connections.
• We ask questions to make predictions.
• We are using questions to make sure we
understand what we have read or listened to
• Questions strengthen reasoning abilities of
children as well as help them clarify/define
their initial response to the text.

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• “Books not discussed lose their value.” (Mortime

• Questioning helps us to become better

readers by making us THINK!
• Questions allow us to make sense of the
world. They are the most powerful tools we
have for making decisions and solving
problems, for inventing, changing and
improving our lives as well as the lives of
others. (Jamie McKenzie)
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Can the student recall or remember information?
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Level 1
Remembering (Knowledge)
• Recognizing
The learner is able • Listing
to recall, restate or • Describing
remember learned • Identifying
• Retrieving
• Naming
• Locating
• Finding

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Can the student explain ideas and concepts?

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Level 2
Understanding (Comprehension)
The learner grasps the • Interpreting
meaning of information • Exemplifying
by interpreting and
• Summarizing
translating what has
been learned. • Inferring
• Paraphrasing
• Classifying
Can you explain • Comparing
ideas and concepts? • Explaining

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• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Can the students use the information in a new way?

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Level 3
Applying (Application)

• Implementing
• The learner makes use • Carrying out
of information in a • Using
context different from
• Executing
the one that it was

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• Put yourself in the place of one of the characters and
tell what you would have done….. ?
• What would result if….. ?
• Compare and contrast….. ?
• What questions would you to find out … ?
• How would the character solve the similar situation
of….. ?
• Put the main character in another story setting, how
would he act?
• If you had to plan a vacation for the main character,
where would they go?

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Can the students distinguish between the different parts?

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• What motive does ____ have…..?
• What conclusions can you draw about…..?
• What is the relationship between…..?
• How is ______ related to …..?
• What ideas support the fact that…..?
• What evidence can you find…..?
• What inferences can you make about…..?
• What generalizations can be made about …..?
• What assumptions do you make about …..?
• What is the theme of…..?

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Can the students justify a stand or decision?

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• It involves the making of personal judgment
on the text by the reader, usually based on
his/her experience:
 Evaluation of accuracy
 Discrimination of fact and opinion
 Recognition of emotionally charged words
 Identification of author's purpose, mood, tone,
 Evaluation of values presented

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• Compare two characters in the selection….which was a

better person…why?
• Which character would you most like to spend the day
• Do you agree with the actions of…..?
• How could you determine…..?
• Why was it better that…..?
• What choice would you have made about…..?
• How would you explain…..?
• What data was used to make the conclusion…..?
• Would it be better if…..?
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Can the students create new products or
points of view?

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• involves coming up with new ideas or
reproducing the text information in other
forms: dramatizing, writing another ending,
writing a letter, musical interpretation

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• Can you design
• Can you see a possible solution to...?
• If you had access to all resources, how would you
deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

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• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example.
• Write a jingle to advertise a new product.

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CREATE – What kind of place do you like to live in, a place
Where nobody else could have seen before?

EVALUATE – What could be the reasons why some people

live in the city?

ANALYZE – What can you tell me about these places?

APPLY – Do you live in the city? Do you live in a farm?

Where else do you see places like these?

UNDERSTAND – How are these two places

the same? How are they different?

REMEMBER – What places are these?

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Effective Questioning should:

• Reinforce and promote the learning objectives

• Include “staging” questions to draw pupils
towards key understanding or to increase the
level of challenge in a lesson as it proceeds.
• Involve all pupils
• Promote justification and reasoning

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• Create an atmosphere of trust where pupils’ opinions
and ideas are valued
• Show connections between previous and new
• Encourage pupils to speculate and hypothesize
• Encourage pupils to ask as well as to “receive”

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Questioning Techniques in the Classroom

• Encourage students to ask questions at any time.

• Give adequate consideration to all questions--never
evade a question.
• Scatter questions over the entire class.

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• Pose questions
within the ability of
the student to
whom the question
is addressed.
• Ask questions to the
• Require students to
give complete

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• Do not permit frequent
group responses.
• Ask open-ended
• Avoid asking questions
that can be answered by
• Use the key words of
questioning--how, why,
when, where, what,

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• Have students speak loudly
so that all may hear.
• Use correct grammar and
• Write questions in your
lesson plan.

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• Formulate questions from the story Heungbu

and Nolbu and classify these according to the
levels of comprehension
• Present the group output

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Once upon a time, there lived
two brothers whose names
were Heung-Bu and Nol-Bu.
Nol-Bu was the elder brother
who was very mean and
greedy. When their parents
left a large sum of money to
the brothers, the greedy Nol-
Bu seized all of the
inheritance by force and
shared nothing with
Although Heung-Bu suffered from
poverty, he was always kind to everyone.
One day, Heung-Bu found a wounded
swallow. He took care of this swallow
during the winter time. The following
spring, the swallow brought a pumpkin
seed to Heung-Bu for thanks.
It grew into a
giant pumpkin
and Heung-
Bu's family
decided to
make pumpkin
soup because
they were very
When they
cut it open,
there was a
lot of treasure
Nol-Bu and his
wife were very
jealous of
them. So, they
caught the
swallow, broke
its leg and
demanded the
pumpkin seed.
So the swallow
gave them one. But
instead of treasure,
monsters were
inside. They jumped
out of the pumpkin
and hit Nol-Bu and
his wife.
They also took
all their money
and so the
became very
Kind Heung-Bu shared his
fortune with brother Nol-Bu
who regretted his behavior
and became a really good