Art of Questioning: 20 item question from the teacher that demands a

Questions proper interaction of a topic.

Note: The (✓) mark serves as an indication 4. Jonah was asked a question by her
which answer among the choices is correct. teacher, in which she answers describing
based on what she had experienced. What
1. It is to stimulate a broader range of type of advantage of using questions in the
responses. classroom did Jonah express?

Art of Questioning Invite Discussion (✓)

Low Inquiry Questions Active Learning
High Inquiry Questions (✓) Clarity
Authenticity Understanding
Rationale: “High Inquiry Questions” focuses Rationale: “Invite Discussion” gets students
on creating unique or original design, report, talking by having them answer prompts, like
inference, and prediction making it much asking them questions which students can
helpful to students when it comes to describe their experiences.
providing responses, compared to using low
inquiry questions which mostly focuses on 5. “Encouraging student questioning means
previously learned knowledge. eliminating threat to the questioner”.

2. Bloom’s Taxonomy was developed by Active Learning

Benjamin Bloom and a group of Clarity (✓)
psychologists, which had a revision in 2009. Understanding
Art of Questioning
True Rationale: Clarity means avoiding rushing
False (✓) through questions at the end of the class,
Rationale: Bloom’s Taxonomy was which gives the student more or enough
developed by Benjamin Bloom and a group time to digest the topic, giving them clarity.
of psychologists, which had a revision in
2006. 6. It is important for students to ask
questions because it fosters curiosity,
3. This requires a closer attention to student promotes critical thinking, & active learning.
response, with corresponding follow-up
questions being followed. True (✓)
False
Art of Questioning (✓) Rationale: It is best if the students could
Bloom’s Taxonomy ask questions, because aside from it
Understanding enhances our critical and logical thinking,
Knowledge this can also be used to assess which part
Rationale: During an art of questioning, of the topic we are lacking.
each student response gives rise to another
7. We can help students work together in
groups to discover the complexities of an 11. Question that can be answerable by yes
issue by giving them real-life problems or no is a type of closed question.
which can be solved by formulating their
own questions. True (✓)
False
Clarity Rationale: Questions that can be
Analysis (✓) answerable by simple ‘yes or no’ is a closed
Understanding ended question.
Invite Discussion
Rationale: Giving students real-life 12. These questions are designed to
problems to solve can offer ways the stimulate dialogue and elicit more than just
students can take action. Who? What? a simple one word answer.
How?, etc. questions are easy to use.

Invite Discussion (✓)

8. High Inquiry: Convergent
Active Learning
True Analysis
Understanding
False (✓)
Rationale: “Invite Discussion” gets students
Rationale: High Inquiry: Divergent talking by having them answer prompts, like
asking them questions which students can
9. It is to supply a summary or a review that describe their experiences.
was previously said or provided.
13. According to ____ “ The Art of
Low Inquiry Questions (✓) Questioning”, it discusses a skillful
Invite Discussion improvisation by the teachers in the
High Inquiry Questions classroom.
Active Learning
Rationale: Low Inquiry Questions mostly Dennise Palmer Wolf (✓)
focuses on previously learned knowledge in Denice Palmor Wolf
order to answer questions. Friedrich Nietzsche
Friedrich Nietzchs
10. Wait Time is a knowledge of the types of Rationale: Dennise Palmer Wolf describes
questions, and their predicted effect on the Art of Questioning in his essay as
student thinking is important to know. something that discusses a skillful
improvisation by the teachers in the
True (✓) classroom as creating an “art of
False questioning”.
Rationale: A teacher can wait for 3-5
seconds wait time for the student to 14. It refers to a vital key to help students
respond. After the given wait time, if the understand the topics and make
student did not respond, the teacher can connections between what is taught.
repeat asking the same question. Active Learning
Analysis True
Understanding False (✓)
Clarity (✓) Rationale: Low Inquiry’s type of response is
Rationale: Clarity means avoiding rushing Closed, as it tends to reinforce “correct”
through questions at the end of the class, answers, or focuses on specific acceptable
which gives the student more or enough answers only.
time to digest the topic, giving them clarity.
19. Which does not belong to High Inquiry
15. It helps learners grasp meaning or Questions?
information by interpreting and translating
what has been learned. Rate some entity as to its value,
Clarity dependability, importance, or sufficiency
Active Learning with the defense of a rating.
Understanding (✓)
Analysis Make Inferences to account for the
Rationale: Understanding involves more occurrence of something (how or why it
than just memorizing facts; it means being occurred)
able to explain, analyze, and apply the
knowledge. Performing an abstract operation, usually of
a mathematical nature.
16. A type of advantage of using questions
in a classroom: presenting analytical Representing something by a word or a
questions for students to apply their skills. phrase (✓)
Analysis (✓) Rationale: Representing something by a
Clarity word or a phrase belongs to the Low Inquiry
Active Learning Questions category.
Understanding
Rationale: Giving students real-life 20. Importance of Asking Questions: Giving
problems to solve can offer ways the questions after teaching a few topics before
students can take action. proceeding to the next ones.

17. Wait Time is a type of Question. Providing Opportunities to Practice

Questions

True (✓)
Include time for student reflection
False
Rationale: Wait Time is a knowledge of the Slow down to leave room for questions
types of questions, and their predicted effect
on student thinking is important to know.
(✓)
Praise students for asking questions
Rationale: This means taking the time
18. Low Inquiry. Type of Response: Open asking students some questions after a few
topics, giving them enough time retaining
the information provided.
ALL OF THE QUESTIONS PROVIDED
WERE DERIVED OR BASED ON THE
BOOK PROVIDED BY DOC. ERICKA P.
CORDIAL.

Created by: Group C

Med221