Art of questioning
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Introduction
The kind of questions we ask determine
the level of thinking we develop.
Low level questions demand low level
responses.
They require responses of the simple
recall or memory type of answers.
High level questions call for higher-
order thinking ability.
Types of questions
Questions are classified according to:
Types of response asked
a.) soliciting – this type asks for information.
Examples: Which are the materials that conduct electricity?
b.) directing – This type proposes the course of
action to take or guides one in thinking of an
alternative.
Examples: How can an electromagnet be made
stronger?
Types of questions
C.) Evaluating- This type calls for weighing
evidences or assessing the effect of some
factors or conditions.
Examples: Why did the insects die in a tightly-
closed container?
Why do wet clothes dry faster on a
sunny day?
Types of questions
d.)Responding – This type asks that
something be done. Examples: Which
part of a book will you consult for the
meaning of some terms>
Purpose of asking
1. For assessing cognition
- used to determine one’s knowledge in
understanding
2. For verification
- determines the exactness of accuracy of the
results of an activity or performance
3. For creative thinking
- it probes into one’s originality
Purpose of asking
4. For evaluating
- intended to find out the effectiveness of a
teaching technique or to diagnose difficulties
and weaknesses
5. For motivating
- serve to arouse learner’s interest and focus
attention
Low level questions
They include memory questions or those that require
simple recall
Example: Define energy
State the first law of motion
What are the components of blood?
What is the function of white blood cells?
High level questions
These questions call for a respondent’s ability to
analyze, evaluate and solve problems.
Example: What is the relationship between the
distance of a planet and its period of revolution?
Why does temperature rise towards
noontime?
Why do acid fast bacilli resist
decolorization?
Why is there no treatment for HIV to date?
Extent of Inquiry Desired
Convergent questions – They are
questions that require a single predictable
answer.
Examples are those that call for: 1.) defining
2.) stating 3.) interpreting 4.) summarizing
Extent of Inquiry Desired
Divergent questions – They 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?
Guiding how to respond
Rhetorical – these are questions that are
often asked in a fast pace and sometimes do
not require an answer.
Examples: Aren’t they smooth like silk?
Would you like to go there someday?
Guiding how to respond
Informational- These are questions that require
one to supply information.
Example: What forces keep a satellite in its orbit?
Leading – These questions give a clue to the right
answer.
Example: Based on the number of legs, which of
them is an insect?
Probing – These are questions that ask for
application of principles learned.
Questioning Techniques
1. Provide sufficient wait time
2. Know your own style of questioning
3. Increase own repertoire of type questions
4. Provide cues
- acknowledge the correct portion of the answer and calling
attention to the wrong portion
- supply hints or tips
- immediately asking another question to clarify the former
- redirecting or refocusing
Questioning Techniques
Consider the individual abilities and interests
of the students. Experiencing success in
giving correct answers promote a feeling of
confidence among them.
Select the brighter ones to respond to high
level questions.
An approving nod, a smile or a praise for an
answer given will encourage them to
volunteer own ideas.
END
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Homework Activity
1. Prepare 5 convergent and 5 divergent
questions about Biochemistry topic Vitamins
and Minerals.
2. Prepare 5 Low level and High level
Questions about the Biochemistry topic
Carbohydrates, Protein and Lipid
Metabolism.