The Science & Art of Questioning

REGIONAL TRAINING –WORKSHOP ON THE NEW GENERAL EDUCATION
CURRICULUM (NGEC)
THE SCIENCE & ART OF

QUESTIONING: ITS
IMPLICATION TO TEACHING
AND LEARNING OF THE N-
GEC.
PERLA “ARLENE’ S. LEDESMA
RESOURCE PERSON (FACILITATOR)
Ateneo de Zamboanga University
WHY DO WE ASK
QUESTIONS?
WHAT QUESTIONS MUST WE
ASK?
HOW DO WE KNOW THAT
WE HAVE ASKED THE RIGHT
QUESTIONS?
•What role does
questioning
play in enriching
learning?
Science Art
What
Crafting How questions &
Gives the
stimulating responses
Provides are
kind or How to ask
Structure to
questions facilitated
movement
type of questions
the and life to the
and handle
questions discussion
discussion
Spinal responses
to ask
column of the
Spinal cord of .
the discussion
discussion
LET US DO THIS (ACTIVITY)
1.Group according to your field of specialization with at least five
members each.
2. Discuss and decide among yourselves what topics interest you the most.
This could be anchored on the GEC Topics or your class learning contents
given your expertise).
3. Once you are settled with your topic, write as many questions as you
can given the time duration of 5 minutes.
4. Classify your questions based on the categories indicated in the matrix
(10 minutes)
4. Print your questions on the newsprint or manila paper similar to the
matrix template.
5. Post and share for viewing and further discussion and processing.
Subject Area Topic
Questions about the Type of Question Levels of Domain Low order or High Order
topic (closed- ended or targeted (Blooms Thinking Skills
open-ended) taxonomy)
LET US THINK ABOUT THIS
(ANALYSIS & PROCESSING)
1. How did you find doing the activity?
2. What have you observed about your
questions (output)?
3. Which question(s) were easier to construct?
Which question (s) were difficult (challenging)
to construct?
4. What generalization or insights could be
drawn about questions/questioning? Types of
questions?
TYPES OF QUESTIONS
Closed- Open-Ended
ended Questions
Questions
CLOSED –ENDED
QUESTIONS
* have a one- or two-word answer. They can
powerfully set direction or make commitment,
for example:
• Will you help learners develop courage, confidence,
and character to make the world a better place?
• A facilitator who follows with “How?” or “Why?” or “Tell
me more” will add power to the direction of and
commitment of the learners to the process and
outcomes of learning.
•However, closed-ended questions
can also become shallow default
questions, for example:
•Does that make sense?
•Do you all agree?
• When a facilitator asks such a question to
a group and one or two nod their heads,
the facilitator may make a false
assumption that everyone in the group
understands.
• Learning may go amiss without any value
added. Future discussion may shut down.
OPEN-ENDED QUESTIONS
• leave room for extended discussion, exploration,
and sharing of thoughts and experiences
• open-ended questions are divided into factual,
cognitive, value, application, and evaluation. Rather
than getting stuck in strict categorization of the
types of questions, look at what the question will do
for your participants and the discussion.
FACTUAL QUESTIONS
• Questions whose answers are based on fact and

usually have definite right or wrong answers, for
example:
• When did the Cavite Mutiny happen?
• How do you do a Science Investigative Project?
• What were required for membership in the
Katipunan?
COGNITIVE: QUESTIONS
•that demand more thinking,

analyzing, comparing, contrasting,
and exploring possibilities than
factual questions and have a
multitude of right answers
SOME EXAMPLES OF
COGNITIVE QUESTIONS
• Why does globalization contribute to higher poverty
incidence? (analyzing)
• How are the effects of globalization similar between
Philippines and Singapore? (comparing)
• What is the difference between training and facilitating?
(contrasting)
• How do you envision a student of courage, confidence,
and character? (visioning)
• How can our government leaders improve their image?
(exploring possibilities)
SOME EXAMPLES OF
COGNITIVE QUESTIONS
• If there were no limits, what would be your
dream for this country? (creative thinking)
• How would you summarize our discussion on
globalization and education? (synthesizing)
• What do we need for a successful event
(Regional Training on GEC)? (visioning,
organizing, planning)
VALUE QUESTIONS
• whose answers are based on personal preference or

opinion or values, and which we should respect for
the contributor’s sincerity, ownership, and sometimes
risk-taking to share, for example:
• What does the poem of Rizal, Sa Aking mga
Kababata mean to you?
• Why are you participating in this training workshop?
• What value do you place on diversity?
APPLICATION QUESTIONS
• move from,
for example concept to application
• How can you incorporate the GEC experience
into your current program?
• How can you help your students fulfill Rizal’s
prophecy and vision, “The youth are the hope of
the Fatherland”?
• What will you do to improve your facilitation of
questioning and ensuing meaningful classroom
discussion?
EVALUATION QUESTIONS
• that evaluate activities or behavior with the

expressed or unexpressed purpose of making
improvements, for example:
• What could we have changed in this learning
experience to better meet the needs of our
participants?
• How have students demonstrated that they have
discovered more of who they are and who they can
become?

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REGIONAL TRAINING –WORKSHOP ON THE NEW GENERAL EDUCATION

THE SCIENCE & ART OF

• Questions whose answers are based on fact and

•that demand more thinking,

• whose answers are based on personal preference or

• that evaluate activities or behavior with the

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