art of questioning final
TRANSCRIPT
ART OF QUESTIONING
Importance
Even in today's modern educational practices, the art of questioning has remained one of the best tools in promoting effective learning.
In fact, questioning continues to be an essential component of good teaching.
There are even some people who believe that the effectiveness of a teacher can be measured by his ability to ask good questions. And yet too many teachers take this teaching tool for granted, or use it carelessly.
Purpose
To motivate the learners
Assess knowledge and
skills
To review contentTo develop
critical thinking of pupils
The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
Levels of Questions 1. Bloom's Taxonomy
evaluation
synthesis
analysis
application
comprehension
knowledge
Bloom's Taxonomy
Knowledge- recalling facts,
terms basic concepts and answers
•Wh- words, choose find, define, label, list match, spell
Comprehension- demonstrate
understanding of facts by organizing, comparing,
translating, describing & stating main ideas
•compare, contrast, infer demonstrate, interpret, explain, illustrate, outline relate,rephrase translate, summarize, show, classify
ApplicationSolve problems to new situations by applying
acquired knowledge, facts, techniques, and rules in a
different way.
•apply, build, choose, construct, develop interview, make use of, organize plan, select, solve, utilize, model, experiment
Bloom's Taxonomy Analysis
Examine and break information into parts by
identifying motives or causes. Make inferences and find
evidence to support generalizations
•analyze, categorize, classify, compare, contrast,•discover, dissect, divide, examine, inspect,•simplify, survey, take part in, test for, distinguish,•list, distinction theme, relationships, function,•motive, inference, assumption, conclusion
SynthesisCompile information
together in a different way by combining elements in a new pattern or proposing
alternative solutions.
•build , choose, combine, compile , compose ,•construct, create, design, develop, estimate
EvaluationPresent and defend opinions by making judgments about
information, validity of ideas, or quality of work
based on a set of criteria.
•Conclude, criticize, decide, determine , evaluate, judge, prove, assess, deduct, perceive, opinion, recommend, agree
The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920,
Bloom's Taxonomy
Knowledge When was this picture taken?Where was this picture taken?
Comprehension What is happening in this picture?Why are these boys dressed like this?
Application How would you describe the photograph to others?What caption would you write for this photograph (say, in a newspaper)?
Bloom's Taxonomy
Analysis Why are these boys here and not in school?What do you know about their lives based on this photo?
Synthesis What might these boys say about their work in an interview setting?What might they say about their future?
Evaluation What is the significance of this photo for the time period depicted?Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different?
Levels of Questions
2.Galdon’s Collapsed Categories of Teaching
Literal Critical Inferential Creative
Galdon’s Collapsed Categories of Teaching
LITERAL LEVEL COMPREHENSION- Understanding explicitly stated information.- Reading along the lines.
Questions ask for:- details - sequence of events - character traits - cause and effect relationships
Galdon’s Collapsed Categories of Teaching
INFERENTIAL LEVEL COMPREHENSION› Understanding implicitly stated information.› Reading between the lines.
Questions ask for:- conclusions- recognition of hidden meanings- generalizations- translations of old knowledge into new insights
Galdon’s Collapsed Categories of Teaching
INFERENTIAL LEVEL COMPREHENSION
Examples:What do you think Angelo should do?What do you think was meant by……?What evidence can you cite for the inference?
Galdon’s Collapsed Categories of Teaching
CRITICAL LEVEL COMPREHENSION› Understanding of information so that value
judgments can be made.› Reading beyond the lines.
Questions ask for:- value of theories- comparison and discrimination between and
among ideas- choices and reasoning- judgments
Galdon’s Collapsed Categories of Teaching
CRITICAL LEVEL COMPREHENSIONExamples:Does the character’s idea make sense? Why?If you were the character, would you do the same thing? Why?Do you think the author chose the best title for this story? Explain.Differentiate fact from opinion?Given the situation, what decision would you make?
Galdon’s Collapsed Categories of Teaching
CREATIVE LEVEL COMPREHENSION› Involves making personal responses.› Application of what has been read.
› Questions are geared for:› action/ demonstration› use of new methods, concepts into different
situations› solving problems and using skills and knowledge
in text
Galdon’s Collapsed Categories of Teaching
CREATIVE LEVEL COMPREHENSIONExamples:› Create a song/ poem/jingle/ rap/ dance that
would express how you understand the story.› If you were the author, how would you end the
story?› What could be a better title for this story?› Propose a solution to …….› Organize a plan to…….› Think of some new ways to ……› Write a…..
Galdon’s Collapsed Categories of Teaching
Literal• Look at
the data.
Inferential• Think
about the data.
Critical• Reflect on
what you have thought.
CreativeCreate new ideas and
applications