KENDRIYA VIDYALAYA SANGATHAN

MODULE PREPARATION

THE ART OF QUESTIONING

ZIET, BHUBANESWAR

Director: Ms.USHA A IYER

KENDRIYA VIDYALAYA SANGATHAN
ZIET,BHUBANESWAR
“The ART OF QUESTIONING”
(PREPARATION OF MODULE)
TITLE:“THE ART OF QUESTIONING “
AIM: To equip the teachers with” THE ART OF QUESTIONING “
INTRODUCTION:.
“ Most of our students do not score well on tests that measure their ability to recognize assumptions, evaluate arguments, and draw inferences. Fortunately, current research affirms that the direct teaching of thinking skills CAN produce better, more creative thinkers, if they are taught HOW to do so through the art of effective questioning.”
The primary goal of using teacher-initiated questions is to help students discover and use the art of questioning as a basic strategy for independent learning tool. It is in this context this session is introduced.
.TRAINING STRATEGIES:
1. Whole class
2. Small groups
3. Individual
TRAINING SETTINGS: Hall for seating 40-45 teachers and working
Learning outcome
The participants should have the knowledge and ability to utilize questioning to support effective training.

Suggested methods of instruction
• Lecture/discussion
• Discussion
• Handouts
Aids
• Handouts
Power point presentations
1.The value of questioning
Time: 30 mts
TRAINING OBJECTIVES:
At the end of this unit the teacher will be able to know:
 The value of questioning
 How effective the questions are in transferring the information

TRAINING SETTINGS:
 Hall for seating 40-45 teachers with chairs and tables

IMPORTANCE OF QUESTIONING
To be effective, trainers must be skilled questioners. Carefully devised questions, skillfully asked, are the basis of the lecture/discussion method of training, and questions should also feature prominently in other methods of training. Few people question well, and to do so requires careful preparation and practice.
• Questioning is one of the essential skills for any good trainer.
• Unless you question properly you cannot hope to know how much of your message is getting across.

Sequence of Activities
 A ppt presentation will be shown on the value of questions.
 Administering a test on the analysis of 20 questions

2. Effective questioning
TIME: 30 mts
TRAINING OBJECTIVES:
At the end of this unit the teacher will be able to know:
 How effective the questions are in improving the thoughts
 How effective the questions are in understanding the problems and finding the solutions
 How effective the questions are in finding the ability to listen to the answer and suspend judgment
 How effective the questions are in understanding the nature of person in doing the work.

TRAINING STRATEGIES:
1. Whole class
2. Small groups
3. Individual
TRAINING SETTINGS:
Hall for seating 40-45 teachers with chairs and tables.
Activities to be conducted inorder to make the teachers get question competent

Activity 1: Interviews: The teachers are made to write down the questions they‘d like to ask their partner. They ask each other questions about their partner to find out information. Start with whole group interview and then have the participants ‘interview’ in pairs.
Activity 2: What did you say:
In 3 s, one student reads out a sentence, leaving out a word. The other students ask the follow-up question.

Example: A) I went to)* &)**___*(this weekend.
B) Excuse me but, where did he go this weekend?
C) He went to Chilika Lake this weekend.

Activity 3:

Photo and word prompts?

In 3s, the participants are shown photos. They make a question each about the photo. The Question making scheme, The Who/What/Where game can be played.

4. Self-Portrait.
Have your students draw themselves. After they have done this, collect the papers and hang them up for the whole class to see. Now have students try to guess who the artists was for each picture.
5. Letter Writing.
At the beginning of the year, write a short letter about yourself as the teacher. Tell the students where you live, what your hobbies are, and if you have any children, pets, etc. Hand out your letter to each student in your class and ask them to write you back with similar information about themselves.
6. The Mingle Game.
Give each student an index card. Have them write a question that they would like to ask the other students in the class. Examples might include, “What is your favorite song?” or “What is your favorite sport?” Next, have the students get up and walk around the room. When you say, “stop,” students have to stand beside the person closest to them and ask the question that is on their own card. Both students have to answer the questions. Now have them mingle again and meet a new person.
7. The “What Am I?” Game.
Have the students get into a circle. Give each student a post-it note. Have each person write a noun on the post-it note. Then stick the post-it on the forehead of the person standing to right of them with the noun showing. Now have student take a turn to ask the group a “yes/no” question that will help them guess the noun on their forehead. If they do not guess correctly, the person on their right gets to ask a question. Keep going until all of the noun have been guessed, or your time limit has expired.
8. These are a few of my favorite things.
Pass around a sheet of paper and some pens. Ask the students to write their name and their favorite TV shows (you can come up with your own topic for favorite things). Collect the papers and pens. Begin reading the answers, but have the class guess who wrote the response.
9. Birthday Lineup.
Call out any month of the year and have all students born in that month come up to the front of the room. It is up to the students to decide who stands first, second, etc., so they are standing from the first day of the month to the last day of the month. Now call out another month (don’t call the months in order), and have those students try to position themselves correctly by day and by where they should stand as an entire month. This is a great way to get kids working together and knowing each other. Once all of the kids have lined up, test them to see if they are correct.
10. Icebreaker Pictionary.
Have the students draw pictures about what they like to do, what their favorite foods are, and what is their favorite subject in school. Have each student come up and show their pictures to the class. See if the students can guess what each student drew that tells a little bit about themselves. For instance, if a student draws a yellow M, can anyone guess that she likes McDonalds?
11. Show and Tell.
Don’t forget about this old time favorite part of class. Instruct students to bring in something that they cherish, or just want to share with the class. Give each student a turn to come up and tell about the item that they brought in. This way the class will get to know each other and something that makes each student happy.
12. The Snowball Activity.
Have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight for about one minute. Now everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.
13. The Observation Game.
Line up the students in two lines facing each other. If there is an odd number of students, you can play the game, too. Give students 30 seconds to look each other over really good, paying attention to all details about their partner. The students in one line now turn facing the other way while the other line of students changes something about themselves. For example, a girl might take off a hair bow, or a boy might un-tuck his shirt. When the kids in the first line turn back around, they have to guess what their partner changed. Now switch and let the first line make the change and the second line guess the difference.
14.Llistening–The 5 Ws!

Play any short clip or news report. Even a short story. Ask the students to list
the “ reporters” 5ws on a piece of paper.

Who _______________________________

What________________________________

Where_______________________________

Why________________________________

15. 20 questions /what is it ?!

SEQUENCE OF ACTIVITIES
 A ppt will be shown on the effective questioning
 Make the teachers to list out the thinking process that each question intends to
 Make the teachers into 7 heterogeneous groups based on experience.
 Each group will prepare atleast two activities for improving the question competency.
These will be compiled into a manual

CREATE JOB AIDS/HANDOUTS:

Manual consisting of various activities to be performed to develop question competency.

3.Types of questions

TIME: 20 mts
TRAINING OBJECTIVES:

 At the end of this unit the teacher will be
Knowing the different types of questions.

Condition:
The teacher will bring the problems that they face in the class
Standard:

1. The teacher will be teaching classes from I To XII or at least one of these classes.
2. The teacher will be able to identify the different types questions
3. The teacher understands how the types of questions are helpful in improving the performance of the child

TRAINING MATERIALS REQUIRED

NCERT TEXT BOOK. Of the class for which they are teaching

SEQUENCE OF ACTIVITIES

1. By Discussion identify the different types of questions.
2. Ppt1 showing the types of questions based on Bloom’s Tax anomy
3. Ppt2 showing the types of questions that are generally used in a class room situation
4. Make the teachers into 7 heterogeneous groups based on experience.
5. Each group will prepare 10 questions on each type

This will be made into a manual

4.Purpose of questioning

TIME: 5 mts
TRAINING OBJECTIVES:

 At the end of this unit the teacher will

Know the purpose of questioning.

Condition:
The teacher will bring the problems that they face in the class
Standard:
1. The teacher will be teaching classes from I to XII or at least one of these classes.
2. The teacher will be able to identify the purpose of questioning

TRAINING MATERIALS REQUIRED

NCERT TEXT BOOK. Of the class for which they are teaching

SEQUENCE OF ACTIVITIES

1.By Discussion identify the purpose of questioning.
2 The various purpose of questioning can be identified by a test

.

5 .Listening skills as part of effective questioning

TIME: 15mts
TRAINING OBJECTIVES:

 At the end of this unit the teacher will

understand how listening becomes a part of learning.

Condition:
The teacher will bring the problems that they face in the class
Standard:

1. The teacher will be teaching classes from I To XII or at least one of these classes.
2. The teacher will be able to identify the purposes of effective listening
3. The teacher understands how effective listening helps in framing effective questioning

TRAINING MATERIALS REQUIRED

NCERT TEXT BOOK. Of the class for which they are teaching

SEQUENCE OF ACTIVITIES

1. By Discussion identify the purposes of listening.
2. Make the teachers into 7 heterogeneous groups based on experience.
3. Each group will present a small story along with a questionnaire to be answered thereby finding how listening affects the questioning
4. The points to be kept in mind while listening can be obtained on discussing with the participants.

CREATE JOB AIDS/HANDOUTS:

1. A hand out consisting of the table showing the Bloom’s Taxonomy

6. How to ask questions

TIME: 10mts
TRAINING OBJECTIVES:

 At the end of this unit the teacher will

understand how to ask questions.

Condition:
The teacher will bring the problems that they face in the class
Standard:

1. The teacher will be teaching classes from I To XII or at least one of these classes.
2. The teacher will be able to ask questions

TRAINING MATERIALS REQUIRED

NCERT TEXT BOOK. Of the class for which they are teaching

SEQUENCE OF ACTIVITIES

1. By Discussion identify the different ways of asking questions.
2. A simple test will be conducted .By analysing the answers to the questions the approach to the way of asking questions can be drawn.
3. The above points will be listed out.

7. Preparation of questions

TIME: 5mts
TRAINING OBJECTIVES:

 At the end of this unit the teacher will be able to prepare the questions as per the need and strength of the child.

Condition:

The teacher will bring the problems that they face in the class
Standard:
The teacher
1. Will be teaching classes from I To XII or at least one of these classes.
2. will be able to prepare questions

TRAINING MATERIALS REQUIRED

NCERT TEXT BOOK. Of the class for which they are teaching

SEQUENCE OF ACTIVITIES

1.A PPT will be shown on what are the points to be considered while preparing the questions.

Do’s and Don’ts of questioning
Time duration: 5 mts
SEQUENCE OF ACTIVITIES

1.A PPT will be shown on what are the points to be considered while preparing the questions.

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