Questioning technique

 In-depth learning starts with questioning.

Question is a way of evoking or stimulating response.

It is the essence, the very core of teaching learning process.

Teachers use question to manage students behaviour and classroom activities, to promote students inquiry and thinking and to assess students understanding.

Questioning leads to critical thinking which in turn develops understanding of key concepts and ideas.

Ask clear focused and purposeful questions.

Ask questions at all cognitive levels.

In questioning technique teacher uses question as a tool to promote inquiry, thinking and ultimately learning.

• It explores the entering behaviour of the learner.
• It helps to establish a chain of learning by linking previous knowledge with new knowledge.
• It provides motivation and encouragement.
• It ensures active participation.
• It develops critical thinking and analytical abilities.
• It helps to revise the content.
• It evaluates the effectiveness of teaching learning.

Questioning has two aspects, ie  

• Skill of fluency in questioning
• Skill of probing questions

Skill of fluency in questioning

Components

Grammatical clarity and lucidity

Use correct grammar unambiguous simple language.

Conciseness

Questions should be direct straight forward and understandable. Avoid unnecessary meaningless words.

Relevance

Question should be relevant and contextual.

Specificity

Question should call for objective and specific response.

Speed

Address questions with reasonable speed so that learners can easily understand.

Voice

Ensure audible clear modulated voice.

Pausing

Deliberate use of silence after the question will helps the students to understand and think about question and to formulate answers.

Style

Question should be uttered in a properly modulated pleasant tone so that the style would be appealing to the learners.

Skill of probing questions

Probing questions are raised to yield  deeper level responses

Components

Prompting

When there is no response or incorrect response the teacher gives hints or clues for leading the pupil to correct response.

Seeking further information

When partially correct or incomplete responses occurs, the teacher helps the pupil to clarify or  explain the response by asking subsidiary questions.

Refocusing

When pupil give correct response the teacher relates their response with something already taught.

Redirection

Asking same questions to another pupil for increasing pupil participation.

Increasing critical awareness

Teacher asks why and how questions for increasing critical awareness in learners.

Characteristics of good question

• Language should be simple and easily understandable.
• Question should be straightforward
• Question should be unambiguous.
• It should have definite meaning.
• The question should be in a logical sequence.
• It should be psychologically applicable.
• It should be thought provoking.
• It should have utility from learners and content point of view.

Thumb rules of questioning

One at a time : having one question in the question.

Simple to complex : it should progress from easy to difficult.

It should be clear and concise.

It is better to start with question words like who, why, what, how, where, when etc.

Ask an actual question., Break it down in complex cases.

Types of questions

Introductory questions

Used in introducing a new topic or lesson, checking previous knowledge.

Developing questions

For developing new idea needy for the topic.

Recapitulation questions

To review and consolidate the learned new knowledge.

Evaluatory questions

Questions to check outcome of the learners.

It helps to diagnose the weakness of learning.