1. Educational Consultant
Enhancing Your Instruction Using Effective and Engaging Questioning Techniques-
Grades K-5
Winnie R. Huebsch, Ph.D.
Educational Consultant

2. Thought for the Day…
A good teacher makes you think even when you don’t want to…

3. Good learning starts with questions, not answers…
And…
Good learning starts with questions, not answers…
Guy Claxton, Professor in Education and Director of CLIO Development University of Bristol.

5. With questions, you get
what you ask for ….
In an era where computers are getting better at answering questions, we need to become much better at asking questions….

6. Session Objectives
To develop your own awareness of your questioning techniques
To identify the key features of good questioning
To enhance the planning of appropriate questioning

7. What is the purpose of Questioning?
To check on students’ prior knowledge
To actively involve them in a lesson
To increase their motivation

8. What is the purpose of Questioning?
To focus student thinking on key concepts and issues
To assess the knowledge or mastery of concepts

9. It’s a fact that… An average teacher asks 400 questions in a day
That’s 70,000 a year!
One-third of all teaching time is spent asking questions
Most questions are answered in less than a second

10. All Too Common Teaching Techniques
1. Students are engaged only in lower-order thinking; i.e. they receive or recite, or participate in routine practice.
2. In no activities during the lesson do students go beyond simple reproduction of knowledge.

11. Common Teaching Techniques
3. Students are primarily engaged in routine lower-order thinking for a good share of the lesson. But, one question or activity has students perform some higher-order thinking. 4. Almost all students, almost all of the time, are engaged in higher-order thinking. (quite rare)

12. What we need to do and what is hard to do…
Use ‘intentionality’… plan questions carefully
Construct the lesson around core essential knowledge and questions…

13. What we need to do and what is hard to do…
Take the time and thought to phrase a few excellent questions at the beginning of the lesson.
Have students answer the questions at the end of the lesson…

14. Pitfalls to Avoid
Asking students questions which can be answered by a yes or no
Asking too many closed questions

15. Pitfalls to Avoid Asking too many short answer, recall based questions
Focusing on too few students and not involving the whole class

17. Pitfalls to Avoid Making the sequence of questions too rigid
Not giving enough ‘wait time’ for a student to think before answering

18. Did you know…?
The typical teacher pauses, on the average, between 0.7 and 1.4 seconds after his/her question before continuing to talk or call on a student….
Pretty fast….

19. What is…‘Wait time’ or ‘Think time’
Periods of silence by the teacher following a question…
Suggested wait time – 5 seconds or more

20. Benefits of ‘Wait’ time
The length and correctness of responses increase
The number of “I don’t know” and “no” responses decreases
The number of volunteered answers increases
Achievement scores increase

21. When teachers give more wait time…
Questioning is more varied and flexible
Increase in the quality and variety of their questions
They ask additional questions which require higher order thinking

22. Remember Bloom And his Taxonomy…??
In 1956, Benjamin developed a classification of levels of intellectual behavior important in learning.
Bloom found that over 95 % of test questions students encountered required them to think only at the lowest level...the recall of information.

23. Remember Bloom And his Taxonomy…??
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, to very sophisticated thinking, classified as evaluation.

24. 1956-2001… Bloom’s original taxonomy… Evaluation Synthesis Analysis
Application
Comprehension
Knowledge

25. Bloom’s first taxonomy of questioning
Knowledge – describe, identify, who, when, where
Comprehension – translate, predict, why
Application – demonstrate how, solve, try it in a new context
Analysis – explain, infer, analysis
Synthesis – design, create, compose
Evaluation – assess, compare/contrast, judge

26. Bloom’s Taxonomy - A Worthwhile Revision
Revision began in November of 1996
Draft completed in 2000; text published in 2001.

27. Why the Revised Taxonomy??
The use of verbs in the new taxonomy, rather than nouns, is critical
The verbs represent the cognitive processes that students use on or with the content so that learning occurs.

28. Original Terms New Terms
Bloom’s Taxonomy
Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

29. New Bloom Taxonomy Creating Evaluating Analyzing Applying
Understanding
Remembering

31. Bloom’s Taxonomy Remembering Understanding Recognizing Listing Naming
Finding
Recalling
Retrieving
Classifying
Summarizing
Inferring
Comparing
Explaining
Interpreting
Remembering
Understanding

32. Cognitive Processes Applying Analyzing Evaluating Creating
Executing/Using
Implementing
Comparing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
Applying
Analyzing
Evaluating
Creating

33. Keep questions simple! Examples: What do you think?
Why do you think this?
How do you know this?
Can you tell me more?
What questions do you still have?

34. Young students are quite literal…
The first three levels of Bloom’s Taxonomy are most commonly assessed in grades K-5. They are:
Remembering
Understanding
Applying

35. Questions for Remembering (lowest level)
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Describe what happened after…
Which is true or false...?
Find the definition of…
Who spoke to...?

36. ‘Remembering’ continued
List
Underline
Memorize
Show
Locate
Give example
Label
Recall
Know
Group
Choose
Recite
Quote
Match
Select
Sort
Repeat
Recall or recognition of specific information
Products include:
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Vocabulary

37. Questions for Understanding
Can you explain why…?
Can you write in your own words?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Can you clarify…?
Can you illustrate…?
Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)

38. ‘Understanding’ continued
Restate
Identify
Discuss
Retell
Research
Give examples of
Paraphrase
Reorganize
Describe
Report
Review
Observe
Outline
Interpret
Give main
idea
Define
Understanding of given information
Products include:
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline

39. Questions for ‘Applying’
Do you know of another instance where…?
Can you group by characteristics such as…?
Which factors would you change if…?
What questions would you ask of…?
From the information given, can you develop a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, P 13)

40. Using strategies, concepts, principles and theories in new situations
‘Applying’ continued
Exhibit
Illustrate
Interpret
Make
Practice
Apply
Operate
Interview
Draw
Adapt
Using strategies, concepts, principles and theories in new situations
Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatize
Construct
Use
Products include:
Photograph
Illustration
Simulation
Demonstration
Presentation
Interview
Performance
Diary
Journal

41. For advanced students
More advanced students in the upper grades of elementary (gr. 4-6), or very advanced primary students, may benefit from questioning which relates to
Analyzing
Evaluating
Creating

42. Questions for ‘Analyzing’
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)

43. ‘Analyzing’ continued’
Question
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Research
Criticize
Compare
Survey
Group
Order
Sequence
Test
Analyze
Relate
Dissect
Categorize
Breaking information down into its component elements
Products include:
Graph
Spreadsheet
Checklist
Chart
Outline
Survey
Database
Mobile
Abstract
Report

44. Questions for ‘Evaluating’
Is there a better solution to...?
Judge the value of... What do you think about...?
Can you defend your position about...?
Do you think...is a good or bad thing?
How would you have handled...?
What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
Why is ....of value?
What are the alternatives?
Who will gain & who will loose? 
(Pohl, Learning to Think, Thinking to Learn, p. 14)

45. ‘Evaluating’ continued
Judge
Rate
Predict
Assess
Revise
Infer
Determine
Prioritize
Tell why
Compare
Evaluate
Defend
Conclude
Deduce
Debate
Justify
Recommend
Probe
Argue
Decide
Criticize
Rank
Judging the value of ideas, materials and methods by developing and applying standards and criteria.
Products include:
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech

46. Questions for Creating (highest level)
Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would you deal with...?
Why don't you create your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)

47. Creating continued Compose Assemble Organize Invent Compile Forecast
Devise
Propose
Construct
Prepare
Develop
Originate
Imagine
Generate
Improve
Produce
Devise
Plan
Putting together ideas or elements to develop an original idea or engage in creative thinking.
Products include:
Film
Story
Project
Plan
New game
Song
Newspaper
Media product
Advertisement
Painting

48. Let’s Use Bloom’s Taxonomy for a selection…
What categories would the following questions from the Three Little Pigs fall into?
(Next slide)

49. The Three Little Pigs What would you have done?
Can you think of a different ending?
What happened in the story?
What would you have built your home from?
Give examples of how the third pig showed his cunning.
How did the wolf manage to blow down the two homes?
How would you defend the wolf’s action?
Why did the three little pigs have to leave home?

50. Let’s discuss The Three Little Pigs….

51. Tips Plan for questioning Know the answers to your questions
Review the questions at the end of a lesson

52. Tips Wait for an answer – use think/pair, share sessions
Ask open ended questions

53. Consider these tips… (before the lesson)
Establish your expectations for behavior before beginning the questioning period.
Write out some questions when planning the lesson

54. Tips for Questioning… (during the lesson)
Phrase the questions clearly and specifically.
Keep the discussion focused.
Follow up on students' responses and invite elaboration.

55. Tips for Questioning… (during the lesson)
Stimulate the discussion with probing questions.
Periodically summarize (e.g. on blackboard, Smartboard) what has been discussed.

56. Tips for Questioning (during the lesson)
Cue students before asking the question
Wait Time: Provide students with sufficient wait time after asking a question and before responding to their comments.
Maintain silence and wait at least 5 to 10 seconds for students to respond

57. Tips for Questioning (during the lesson)
Ask questions that are the appropriate level for each student.
Vary the way students respond to questions.
Vary the person who responds to the questions
Respond to every answer and correct errors.
Ask follow-up questions.

58. Questions to Think About…
Do I decide on the goals or purposes of my questions?
Do I choose important--rather than trivial--material to emphasize students' in-depth exploration of essential/key questions?
Do I encourage discussion in my classroom by using open-ended questions?

59. Questions to Think About…
Do I make certain that all students develop a deep understanding of key concepts and skills (i.e., facts, concepts, generalizations, and principles) and procedural (i.e., skills, processes,
Do I emphasize higher-order questioning when possible?

60. Questions to Think About…
Do I avoid "yes" and "no" questions?
Do I use "probe" questions to encourage students to elaborate and support assertions
Do I decide on the goals or purposes of my questions?

61. Questions to Think About…
Do I ensure that students clearly understand my questions--and avoid a “guessing game?”
Do I avoid questions that "contain the answer"?

62. Questions to Think About…
Do I use purposeful strategies for helping students deal with incorrect responses?
Do I anticipate students' responses to my questions, yet allow for divergent thinking and original responses?
Do I make effective use of Wait Time?

63. Video on Questioning https://www.youtube.com/watch?v=1dO0dO__wmE
(5.35 minutes)

64. “If you want a wise answer, ask a reasonable question.”
Remember…
“If you want a wise answer, ask a reasonable question.”
Johann Wolfgang Van Goethe, German Poet ( )

65. “The important thing is not to stop questioning!”
And…
“The important thing is not to stop questioning!”
Albert Einstein

66. References
Duncan, D. (2008). Blooms’ Taxonomy in relation to Social Studies. Powerpoint Presentation.
Bloom's(1956) Revised Taxonomy
Bloom’s Revised Taxonomy
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

67. References
Tarlinton, D. (2003) Bloom’s Revised Taxonomy. bloomspres.ppt.Powerpoint Presentation.
ls.londongt.org/?page=questioningTechniques

68. References