3. • To provide a model for language or
thinking
• To out something from students(facts,
ideas,opinions)
• To check student understanding,
knowledge, or skill
• To get students to be active in their
learning
• To direct attention or provide a “warm-
Purposes of teachers
questions
4. • To provide weaker students with an
opportunity to participate
• To stimulate thinking (logical, critical, or
imaginative)
• To probe more deeply into issues
• To get students to related personally to
an issue
• To get students to review and practice
previously taught material
•
Purposes of teachers
questions
5. Types of
Questions
Level of Thinking Required
I. Lower-order Thinking Questions
• Simple recall or basic factual information (e.g., Who is the
hero in the story?)
⚬ Most display, closed-ended, short questions (but not
always)
II. Higher -order Thinking Questions
• Deeper understanding, application, analysis , criticism,
evaluation, or creativity (e.g., What are some differences
between the opinions expressed in the two texts ?)
• For cultivation of critical and creative thinking and lead to
more challenging , interesting , and richer classroom
8. Categories of Referential/Genuine
Questions
2. COMPREHENSION QUESTIONS
Interpreting, extrapolating (State in your own
words, explain, define, locate, select, indicate,
summarize, outline)
9. Categories of Referential/Genuine
Questions
3. APPLICATION QUESTIONS
Applying information heard or read to new
situations(demonstrate how, use the data to
solve, illustrate how, show how, apply
construct . What would happen?
14. Effective
Questioning
1.Questions push learners to actively
engage with materials and their
content
2.Reflect on your questions if they are
result in long silence, are answered
only by strong students, are boring
