Technique of questioning.pptx
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The document discusses the importance and types of questioning in communication and education. It distinguishes between closed and open questions, detailing their usage and characteristics, and emphasizes how effective questioning can enhance understanding, engage students, and facilitate learning. Additionally, it highlights the need for careful listening and allowing adequate response time after questions to foster a productive classroom environment.
Technique of questioning.pptx
- 1. Dr.R.S.Joseph Associate Professor Teacher Education, Isabella Thoburn College, Lucknow
- 2. Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you’ll get wrong information out. The same principle applies to Communications in general: If you ask the wrong questions, you’ll probably get the wrong answer, or at least not quite what you’re hoping for.
- 3. A question may be either a linguistic expression used to make a request for information Questions are normally put forward or asked using interrogative sentences. They can also be formed by imperative sentences, which normally express commands. Example: “ Tell me what two plus two is ? ”
- 4. A closed question usually receives a single word or very short, factual answer. Example: 1. “ Are you thirsty? ” The answer is “Yes” or “No” 2. “ Where do you live? ” The answer is generally the name of your town or your address.
- 5. Closed questions have the following characteristics: They give the facts Easy to answer Quick to answer Keep control of the conversation with the questioner
- 6. Closed questions are useful in the following situations: As opening questions in a conversation For testing understanding For setting up a desired positive or negative frame of mind For achieving closure of a persuasion
- 7. An open question is likely to receive a long answer. Although any question can receive a long answer, open questions deliberately seek longer answers and are the opposite of closed questions. Example: 1. “ How was the party? ” 2. “ Why did he react that way? ”
- 8. Open questions have the following characteristics: They ask the respondent to think and reflect They will give opinions and feelings They had control of the conversation to the respondent
- 9. Open questions are useful in the following situations: As a follow on from closed questions, to develop a conversation To find out more about a person To get people to realize the extend of their problems To get them to feel good about you by asking after their health or otherwise demonstrating human concern about them
- 10. Probing Questions: Specific questions for finding more details Clear Questions: That are simple and unambiguous Double mind Questions: Whichever way you answer, the result is the same Echo Questions: repeat what they say as a question
- 11. Funnel questioning: seeking more detail or general information Rhetorical questions: questions without answers Positive questions: deliberately leading the other person
- 12. Questions are a powerful way of: Learning Relationship building Managing and Coaching Avoiding misunderstandings De-fusing a heated situation Persuading people
- 13. Teachers use questioning as part of their teaching for many reasons, but very often to: Maintain the flow Engage students with learning Asses what has been learned Check that what has been learnt is understood and can be used Test student’s memory and comprehension
- 14. • Seek the views and opinions of pupils • Provide an opportunity for pupils to share their opinion/views and seek responses from their peers • Encourage creative thoughts or innovative thinking • Foster speculation, hypothesis and idea/opinion forming
- 15. Create a sense of shared learning and avoid the feel of a ‘lecture’. Challenge the level of thinking and possibly mark a change to a higher order of thinking. Model higher order thinking using examples and buildings on the responses of students. Continued..
- 16. Questioning technique help teachers move students from simple responses, to engage in more developed complex thinking. It helps students to apply what they understand, to bridge learning from other times and different situations, to think more actively in lessons and learn from each other answers.
- 17. A skillful questioning needs to be matched by careful listening so that teacher understand what pupil really mean with their answer. Therefore after questioning teacher must make sure that she should give enough time to students to respond. This may need to include thinking time before they answer so she should not just interpret a pause as a “no comment”. So questioning is a very powerful classroom technique.
- 18. www.mindtools.com www.changingminds.org www.facultyfocus.com www.nsead.org Technological foundation of education – R.A.Sharma.