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ART OFQUESTIONING
AND FRAMINGQUESTIONS
Orlando I. Guerrero
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To question well is toteach well. In theskilful use of questions
!o"e than an#thin$else lies the %nea"t of teachin$.&
- Earnst Sachs
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'u"(ose fo" Askin$
QuestionsAssessing
cognition
Verifcation
Creative thinking
Evaluating
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'u"(ose fo" AskiQuestions
productivethinking
motivating
instructing
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Uses of Questions
stimulate thinking
motivate
diagnose diiculties
discover interests
help organize and
evaluate
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Uses of Questions
relate pertinent eperiences tolesson
!ocus attention to the ke" point
the lesson
develop ne# appreciations an
attitudes
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Uses of Questions
sho# relationships$ such as cauand eect
encourage the application o
concepts
encourage peer evaluation
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T#(es of Questions
). Solicitin$ % Asks !orin!ormation
Eample' (hich o! the materials conduct energ"
(ho is the !ather o! Economics)
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T#(es of Questions
*. Di"ectin$+ *roposes the cours
action to take.Eample'
+o# can "ou reach the to#n one hour ea
+o# can an electromagnet ,e made stro
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T#(es of Questions
,. E-aluatin$% Calls !or #eighinevidences or assessing the eect some !actors or condition
Eample' (h" did the insects die in a tightl"%closed
container) (h" do #et clothes dr" !aster on a sunn"
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T#(es of Questions
. Res(on/in$ % Asks !or something ,edone
Eample'
(hich part o! a ,ook #ill "ou consult !or the meano! some terms)
(hat should "ou do so that "ou #ill get the correcans#er in doing math #ord pro,lems)
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A $oo/ question is-
Si!(le an/ clea"
De%nite
0hallen$in$ an/ thou$ht ("o-okin
A/a(te/ to the a$e a1ilities an/inte"ests of the stu/ents
Requi"e an e2ten/e/ "es(onse
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COGI/IVE *0OCE12I3E1IO1
0evised 4loom5s /aonom"
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3e-els of questionin$
Re-ise/ 43OOM5STA6ONOM7 8
0OGNITI9E DOMAIN0REATING
UNDERSTANDING
A''37ING
ANA37SING
E9A3UATING
REMEM4ERING
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Anal"sis
Application
Comprehension
6no#ledge
Anal"sing
Appl"ing7nderstandi
0emem,erin
Original/erms
e# /erm
Evaluation1"nthesis
Creatin
gEvaluating
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Re!e!1e"in$'
0ecall or retrieve previous learnedin!ormation
:e# ;o"/s' defnes$ descri,es$ identifes$
kno#s$ la,els$ lists$ matches$ names$ outlinrecalls$ recognizes$ reproduces$ selects$ st
Technolo$ies' ,ook marking$ 8ash cards$rote learning ,ased on repetition$ reading
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Sa!(le Question Ste!s
(ho)(here)(hich one)(hat)+o#)(h")+o# much)+o# man")
(hen)
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Re!e!1e"in$'
E2a!(lein$' 1eparates material orconcepts into component parts so tits organizational structure ma" ,e
understood. 2istinguishes ,et#een!acts and in!erences.
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Anal#>in$'
:e# ;o"/s' anal"zes$ ,reaks do#ncompares$ contrasts$ diagrams$deconstructs$ dierentiates$
discriminates$ distinguishes$ identiillustrates$ in!ers$ outlines$ relates$selects$ separates
Technolo$ies' ish,o#ls$ de,ating
http://www.nwlink.com/~donclark/hrd/learning/fishbowls.htmlhttp://www.nwlink.com/~donclark/hrd/learning/fishbowls.html7/24/2019 Art of Questioning and Framing of Questions2
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Sa!(le Question Ste!s
(hat is the !unction o! -)
(hat5s !act) Opinion)
(hat assumptions -)
(hat statement is relevant)
(hat motive is there)
(hat conclusions)
(hat does the author assume)
1tate the point o! vie# o! -
(hat ideas a l )
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Sa!(le Question Ste!s
(hich events could not havehappened) I! - happened$ #hat might theending have ,een)
+o# is - similar to -) (hat do "ou see as other possi,leoutcomes) (h" did - changes occur) Can "ou eplain #hat must have
happened #hen -)
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Anal"zing
Eample' Directions' 0ead the !ollo#ing comments a teacher m
testing. /hen ans#er the ;uestions that !ollo# ," circletter o! the ,est ans#er.
1tudents go to school to learn$ not to take te
addition$ tests cannot ,e used to indicate a studa,solute level o! learning. All tests can do is ranstudents in order o! achievement$ and this relatranking is in8uenced ," guessing$ ,luing$ andsu,Fective opinions o! the teacher doing the sco
/he teacher%learning process #ould ,eneft i! #
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Anal"zing
Eample'
(hich one o! the !ollo#ing unstated assuis this teacher making)
A. 1tudents go to school to learn.
4. /eachers use essa" tests primaril".0. Tests !ake no cont"i1ution to lea"2. /ests do not indicate a student5s a,solevel o! learning.
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A"on sa ,atas ng demand$ alin sa sumusunod na paha"malina# na magpapali#anag ng graph tungkol sa ugnapres"o at demand ng mga kons"umer)
*res"o
2ami