Questioning
• An important key technique in teaching.
• Used for a variety of purposes, such as--o Stimulate thinking
o Arouse interest and curiosity
o Review learned content
o Elicit questions from students
o Promote thought and understanding of ideas
o Change the mood/tempo, direction of discussion
o Encourage reflection and self-evaluation
a. Question according to thinking process
 Low-level questions
 Factual + memory questions
 Require only one correct answer
 High-level questions
 Go beyond memory and factual information
 Require varied points of
view/opinion/abstraction/answers challenging
and stimulating options
b. Questions according to answers requested
 Cognitive-Memory questions
 Divergent thinking questions
 Convergent thinking questions
c. Open-Discussion Questions
 Eliciting Questions
 Probing Questions
 Evaluative-Thinking Questions
 Closure-Seeking Questions
d. Other Questioning Strategies
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Observing Strategy- ex. What did you see/observe/feel?
Recalling Strategy- When did it happen?
Inferring Strategy- What do you think happened here?
Analyzing Strategy- How many processes were involved?
Verifying Strategy- How many processes were involved?
Predicting Strategy- What will happen if…?
Evaluating Strategy- Which one is similar to your idea? Why?
Synthesizing/Applying Strategy- Should the city build a dam?
Why?
o Stimulating/challenging/thought provoking
What made him handsome?
o Within the students’ level/abilities
x-What do you mean by “You are the apple of my eyes”?
o Relevant/timely
Do you think you could pass the LET if you sleep in the review?
o Properly sequenced 1+1? Why?
o Specific/clear/simple What is he doing outside?
o Varied all types of questions
• A statement of what the learner is to be able to do
upon completion of the learning experience
• A demonstrable behavior change in the learner
• Referred to as behavioral or performance objectives
• May be expressed in statement or question form
• Must be:
S- specific
M- measurable
A- attainable
R- result-oriented
T- time-bounded
• Three elements to consider in writing instructional
objectives:
1.
2.
3.
Performance
The condition(s) under which the behavior is to occur
The criterion of success
• May contain either or both of the following in a lesson
 Knowledge Content, which may be
a) Cognitive
b) Affective
c) Psychomotor
 Skills content
1. Work habits, discussion, reading, writing, note-taking
2. Dictionary reference and computer skills
3. Reporting, research and computer skills
4. Interpreting skills for maps, charts, tables, graphs
5. Inquiry skills
6. Social skills
7. Cooperative and competitive skills
OLD (One Dimension)
REVISED TAXONOMY(Two Dimension)
Cognitive Dimension
Knowledge Dimension
(type of thinking you want
your students to achieve)
Ex. Explain
(type of knowledge you
want to teach)
Ex. Photosynthesis Process
1. Knowledge
1. Remember
Factual
2. Comprehension
2. Understand
Conceptual
3. Application
3. Apply
Procedural
4. Analysis
4. Analyze
5. Synthesis
5. Evaluate
6. Evaluation
6. Create
Metacognitive
• Remember
o Retrieving relevant knowledge from long-term memory
• Understand
o Determining the meaning of instructional messages, including
oral, written, and graphic communication
• Apply
o Carrying out or using a procedure in a given situation
• Analysis
• Breaking material into its constituent parts and detecting how
all parts relate to one another and to an overall structure or
purpose
• Evaluate
• Making judgments base on criteria and standards
• Create
o Putting elements together from a novel, coherent whole
or make an original product
AFFECTIVE DOMAIN
PSYCHOMOTOR DOMAIN
Involves feelings and emotions, values,
attitudes and appreciation
Involves manipulation of materials
through motor control
1. Receiving
1. Perception
2. Responding
2. Set
3. Valuing
3. Guided Response
4. Organization
4. Mechanism
5. Characterization
5. Complex Overt Response
6. Adaptation
7.Origination
• One of the most important aspect
of instructional planning,
considered as the blue print of
what the teacher and students
intend to accomplish after a
teaching-learning episode
• Written outline of instructional
objectives, activities, methods and
strategies on how stated
• Lesson plan vary in types:
oBrief
oDetailed
oSemi-detailed
Suggested Format/Parts of a Lesson Plan
I. Objectives (may be phrased as statements or questions)
II. Subject Matter
Topics/Concepts
Values Integrated
Reference
Materials(include one or a combination of written
materials, audio-visuals, computer materials, models,
charts, etc.)
III. Learning Activities
A. Preparatory Activities
Drill; Review; Introduction; or Motivation
B. Developmental Activities
1. Presentation of the Lesson
2. Discussion/ Analysis
3. Practice drill/try-out activities
4. Abstraction/Generalization
5. Exercise to fix skills learned
C. Culminating Activities/Application
(to determine what has been learned)
D. Evaluation
IV. Assignment/Agreement
• Drill
o Used in fixing certain items of knowledge or relations for recall
• Review
o Used in presenting a new view of old facts and concepts in a
broader setting that results in a new meanings, associations,
relationships, and ways of acting
• Developmental Activities
o Used in presenting new fact, principle, procedure,
generalization, skill or a new knowledge
• Culminating Activities/Application/Enrichment Activity
o To test whether the pupls have already learned or not
• Evaluation
o Ensures understanding of the lesson and to determine whether
the objectives of the lesson have been achieved.
Determining Appropriate
Learning Activities
 Consist of all classroom action and
interaction that happen during the
teaching-learning process
 Made up of task that students engage in
order to learn
 Should consider integration, appropriate
sequence, variety, meaningfulness and
immediacy in relation to their use
A. Preparatory/ Introductory/
Preliminary/Opening Activities
B. Developmental Activities
C. Concluding Activities
-should be kept briefly and tightly
focused on content and should
involved most pupils
D. Evaluation
PRINCIPLES IN SELECTING LEARNING ACTIVITIES
Principles in selecting learning activities
i. Learning activities should engage
students with the most direct
experience possible that is, they
must allow students to utilize all
their senses.
Determining
Appropriate
Instructional
Materials and Tools
• To enrich instruction through added/ unique
dimensions
• To make instructions more accessible to a greater
number of students
• To make instruction more effective at least cost
• To accommodate various students learning styles for
improved learning
• To increase student interest and enthusiasm for
learning
• To present abstract ideas in more concrete and
contextualized terms
Context-surrounding conditions: the circumstances or events that form the environment within which something exists or
takes place. Example:The dispute needs to be viewed in its historical context
Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.
 Still pictures/photographic prints-include textbooks, periodicals
and similar printed materials
 Graphics- makes use of symbols representing the phenomena they
portray (maps, diagrams, charts, etc.)
 Realia- refers to all objects as they exist in natural context
 Models- refer to objects that are constructed when realia are
unavailable
 Drawings- may be the likeness of the real things or symbolic
 Visual Display Devices- come in the form of chalkboard, marker
boards, flip charts, bulletin boards are valuable in emphasizing the
major points of a lesson
 Projection Device- may be slide and film strips projector or
opaque/overhead projectors which provide colorful and realistic
production of original objects.