ASSALAM O ALIKUM

I am REHAN KHALID
BS BOTANY 3rd SEMESTR

14430
Presentation presented to:

Mam Sana
“Winners never quit and quitters
never win”.
QUESTIONING TECHNIQUES
“If I had an hour to solve a problem and my
life depended on the solution, I would spend
the first 55 minutes determining the proper
question to ask, for once I know the proper
question, I could solve the problem in less
than five minutes.”
Albert Einstein
Questioning Skills And Techniques
 What is a Question.
 Why we ask Question.
 Why Questioning is necessary.
 Questioning.
 Active Listening + Effective questioning.

 Types of Questions And How to Handle Them.

 Develop Effective Questioning Skills.

 A MIND WITH OUT A QUESTION IS A MIND WITH OUT
KNOWLEDGE .

What is a Question:
“An interrogative expression often used
to test knowledge”.
A question is an utterance which typically
functions as a request for
Information.
Why we ask Question:
We ask question to know better or to resolve
things might to find something new or to
understand people better.
Why Questioning is necessary:
Questioning is necessary because, with out questioning and
Paraphrasing we couldn't under stand what the matter of
crux is.
 APPLE
Ask the Question: Questions should be prepared in your lesson plan in
advance.
Pause Let the learners think about what you are asking.
Give the learners 3-5 seconds in order to respond.
Pick: Pick on a learner by name to answer the question. Make sure of 100%
participation of all students
Listen: Listen to the answer, make eye contact with the learner and use
encouraging remarks.
Expound: Explain the learner's answer. Generate a dialog based on the
learner's response. If the learner's response was incorrect, redirect the
question back to the other learners.
What How to ask
to ask
GOOD
ANSWERS

When to
ask
Active Listening + Effective questioning
 Questioning can be a powerful technique to
help solve problems and build consensus on
a course of action.
Active Listening
Listening is a conscious activity which requires
attention. Rather than waiting to speak, you
need to listen attentively to fully understand the
other person.

Active listening is a structured way of

listening and responding to others:
What is Effective Questioning?
Effective questioning is a key tool in Assessment for Learning
strategies and should be planned such that a range of responses are
anticipated. Good questions lead the learner on a journey in which
there is a balance between content (who, what, when) and process
(how, why).
 Listen with your whole body:
 Face the other person and use an open posture to
establish rapport
 Use eye contact and facial gestures to demonstrate
your attention
 Be still and resist fidgeting
 Principles of Questioning
 Distribute questions so that all, including non-volunteers, are involved.

 Balance factual and thought-provoking questions.

 Ask both simple and exacting questions, so that the poorer students may participate and the
brighter students may be extended.

 Encourage lengthy responses and sustained answers. (Avoid yes-no questions, questions
overlaid with after- thoughts, fragmentary questions, and those that tug or encourage
guessing. NOTE: If you catch yourself asking a yes-no question, add "Explain.")

 Stimulate critical thinking by asking: "To what extent?" "How?" "Under what
circumstances?" "Why?" "Compare (or contrast)..."
Types of Questions And How to Handle Them:

--purposeful (asked to achieve a specific purpose)

--clear (students understand what they mean)
--brief (stated in as few words as possible)
--natural (stated simply, in conversational English)
--thought-provoking (they stimulate thought and response)
--limited in scope (only one or two points in chain of reasoning
called for)
--adapted to the level of the class (tailored to the kinds of
students in the class)
1. Question types that should be avoided include:
-- yes-no (These draw one-word -- Yes or No -- responses: "Does the
square root of 9 equal 3?")
-- elliptical (These are vague: "What about the League of Nations?")
-- tugging (These place emphasis on wrote: "Come on, think of a third
reason.")
-- guessing (These encourage speculation rather than thought: "How long
do you think man has been on earth?")
-- leading (These tend to give away answers: "How do vitamins help to
build strong bodies and make up deficiencies?")
-- vague (These don't give students a clue as to what is called for: "Tell
us about concave lenses.")
 Bloom's Taxonomy
Cognitive Domain
Highest
Evaluation: requires that the student make an
assessment of good or not so good, according to some standards.
Synthesis: requires the student to find a solution to a problem through the use of
original, creative thinking.
Analysis: requires that the student solve a
problem through the systematic examination of facts or information.
Application: requires that the student solve or
explain a problem by applying what he/she has learned to other situations and learning
tasks.
Comprehension: requires that the student think on a
low level such that the knowledge can be reproduced or communicated without a
verbatim repetition.
Knowledge: requires that the student recognize
or recall information.
Lowest
CONCLUSIONS: