1. Helping Pupils Develop their HOTS References: 1.http://www.slideshare.net/rowenativoli/effective-questioning-2-3427422 2. Mrs. Maha Al- Harb, Khawla Al Rifae, Mrs. Suad Al-shbaily Marilu S. Bandolon Facilitator

2. Questioning is the door of knowledge. Irish saying

3. Focus Questions: For a highly interactive class, what are the various types of questions asked? What are some questioning skills that teachers should develop to generate interaction? How can a teacher improve his/he questioning skills? What are some effective reacting techniques?

4. A study was once conducted to find out how teachers ask questions. This was observed in a Grade 6 science class. A tape recorder was hidden under a demonstration table. She conducted a discussion of the lesson for forty minutes. She was able to ask 29 questions, all of which are of the what type. Maybe they were all answered. They were simple recall. Has the teacher developed the pupils thinking skills?

5. The kind of questions we ask determine the level of thinking we develop. Low level questions demands low level responses. They require responses of the simple recall or memory type answers. Examples: What was the temperature range yesterday? What insects transmit dengue fever? What part of the plant serves as its factory?

6. We ask questions based on purpose: 1.For assessing cognition -to determine ones knowledge in understanding -promote high level thinking -use divergent questions and open ended inquiries that call for analysis and evaluation Examples: What is likely to happen if the ozone layer of the atmosphere continues to deteriorate? Why does is sound heard louder when und er water than out of it?

7. 2. For verification --to determine the exactness or accuracy of the result of an activity or performance, Examples: Was the weight of liquid displace exactly the same as the weight of object immersed in it? Why is lightning seen before the thunder is heard?

8. 3. For creative thinking --to probe into ones originality, Examples: How will you present the layers of the earth to your classmates? Simulate the eruption of Mt. Mayon. How can you demonstrate soil less gardening? Notice that the question or the direction asks the pupils to present their own ideas or new ways of doing things.

9. 4. For evaluating --to elicit responses that include judgment, value, and choice -it also asks personal opinion about an event, a policy or a person Examples: Was your classmates slide presentation well done?

10. 5. For productive thinking --includes cognitive reasoning -analyses facts, -recognizes patterns or trends -invokes memory and recall - Examples: How can we apply the concept of the least common multiple in other situaitons?

11. 6. For motivating -to arouse the interest of students and focus attention -situating the students in the right mood. Examples: How would you like to know how your favorite flower can remain fresh longer? Did you ever train a pet? Can perpendicular lines be intersecting lines?

12. 7. For instructing -asking useful information -directs, guides and advise on what and how to do an activity Examples: What are the steps in solving problems?

13. Questions can either be low or high level Low level questions -include memory questions or those that require simple recall Example: Define energy. State the first Law of Motion

14. High level questions -call for the respondents ability to analyze, evaluate, and solve problems Examples: What is the relation between the distance of a planet and its period of revolution? Why does temperature rise toward noontime? Why is repeated addition the same as multiplication?

15. Divergent questions -require the respondents to think in different directions -to think of alternative actions -arrive at own decision -to arrive at several possible answers Examples: Why are you voting them? What will happen if you leave it under direct sunlight for a week?

16. Questioning Skills Class interaction is dependent on the questioning skills. What questioning skills should teachers ask in order to generate maximum interaction among the students? 1. Ask varying types of questions 2. Ask non-directing questions 3. Call in non-volunteers 4. Rephrasing 5. Sequencing logically 6. Requiring abstract thinking 7. Asking open-ended questions 8. Allowing for sufficient wait time

17. Convergent /closed question: - They give you facts. - They are easy and quick to answer. - They keep control of the conversation with the questioner. Note: They should be used with care too many closed questions can cause frustration and shut down conversation.

18. Asking varying type of questions Ask convergent, divergent and evaluating questions. Convergent questions are closed questions that have only one correct answer. Convergent questions are mostly closed questions that can be classified as: a. Yes/no questions b. Answerable by a single word or short phrase (What is the process of food manufacture that takes in plant called?)

19. Divergent Questions -open questions and may have more than one acceptable answer. - They ask the student to think and reflect. - They will give you opinions and feelings. - They have control of the conversation to the respondent. -useful in getting another person to speak. ( The one who asks the questions are likely to receive a long answer, thats why they can provide a good deal of I information) -Sometimes they are statements : tell me about , give me an example of

20. 2. Yes / No Questions ( Closed Questions ) : Evaluative questions are divergent questions that require judgment concerning the subject focus. (What is you evaluation of our manner of election in the country?) A tag question is an example of an evaluative questions. It is a statement followed by a mini-question whether it is positive or negative. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag". We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English.

21. 5. Inference Questions: Inference questions are forms of divergent questions that require the respondents to give the inferences and assumptions based in passages read or heard. The main goal of the questions is to assess the ability of the learners to go beyond what is on the page. Its not unusual to face two or more inference questions in each passage. Ex. They went out at 6. They came back at 10 How long did they stay out? What do you think made them stay out?

22. Techniques of asking a question: 1. The Default: Ask a question Pause Call on a student Master this technique and use it as your standard 2. The Volunteer: Ask a question Pause Wait for a raised hand Use for conceptually challenging questions.

23. Ask a question Pause Any body Use for conceptually challenging questions and when you need a fast answer Ask a question Pause Every body Use for simple but important points that everyone should know

24. When a student asks a question: *Clarify it , if necessary. * Whenever possible, help the student answer the question himself. * Ask other students to answer the question. * Defer until later, if possible. * Answer it yourself, only as a last resort * But, never let a students question go unanswered.

25. When a student says ( I dont know) As A General Rule Dont Let Them Off The Hook!

26. Prompts to help pupils effectively answer questions A reminder prompt: is most suitable for able children. Say more about how you feel about this person. A scaffold prompt: scaffolds the learning for children who need more support than a simple reminder. Can you describe how this person is a good friend? Describe something that happened that showed they are a good friend. An example prompt: can be extremely successful with all children, but especially with average or below average children. Choose one of these or your own: He is a good friend because he never says unkind things about me, My friend is a friend because he never tells me lies. - Shirley Clarke

27. Task 5 What are the characteristics of a good question? A good question should be Thought Provoking unambiguous Clearly stated Relevant Related to the objectives Common Vocabulary Comprehensive Straight forward Short Properly Directed

28. General Strategies For Asking Questions: 1. When planning questions, keep in mind your lesson goals. 2. Avoid asking leading questions. 3. Follow a yes or no question with an additional question. 4. When you plan each class lesson, include notes of when you will pause to ask and answer questions. 5. Ask a mix of different types of questions and use keywords of questioning like: Who, Why, What, Where, When. .

29. 6. Wait for students to think and formulate responses. 7. Encourage students to ask questions at any time. 8. Scatter questions over the entire class. 9. Pose questions within the ability of the student to whom the question is addressed. 10. Ask students to give complete answers. 11. Do not permit frequent group responses. 12. Avoid asking questions that can be answered by guessing.

30. As a summary Good questioning is a major determinant of the success of helping learners develop HOTS