Q U E S T I O N I N G F O R C R I T I C A L A N D C R E A T I V E T H I N K I N G ( P E N Y O A L A N U N T U K P E M I K I R A N K R I T I S D A N K R E A T I F )

TEACHING STRATEGY

KPD 4033TEACHING STUDENT DIVERSIFICATION

GROUP MEMBERS NAME1. NUR ADIBAH BINTI MD AZMAN L20112007352

2. NORAZLINA BINTI KAMBALI L20112007358

3. SYAZANA AKMA BINTI KARIM L20112007366

4. NORDIANA BINTI NOR AINI L20112007365

5. SHAIDAH BINTI MAZLAN L20112007383

6. NUR AZIDA BINTI ZAHID L20112007364

7. RABI’ATUL ‘ADAWIAH BINTI IBRAHIM L20112007362

QUESTIONS AND QUESTIONING

1. Introduction for Questions and Questioning2. Importance of Questioning in P & P3. Principle for Preparing and Using Questions4. Objectives for Questioning5. Teacher Questioning Techniques6. Component of Questioning Skills7. Types of Questions8. Level of Questioning9. Critical and Creative Questions

INTRODUCTION

Questioning help us to think deeply and wisely.

Enable to create question and use it effectively in teaching and learning situation.

Good question should look at all aspects which are level of students, scope and focus. 

IMPORTANCE OF QUESTIONING IN P & P

Expansion of critical and

creative skills.

Feedback and reinforcement

occur

Active student

participation and

interaction

Questioning as expansion and

upgrading activity for student

thinking, understanding

PRINCIPLE FOR PREAPARING AND USING QUESTIONS

Level questions should suitable with student background – age, ability and experience

Question should be plan before we teach studentWord, term and intonation should easy to

understand by studentDiversify the question from time to time to attract

interest of studentQuestion should encourage student to thinkQuestion must be brief, precise and clear.

CONTINUE…

• According to the procedure, teacher ask student, stop for a while to give them to think first, teacher mention student name to answer the question.

• Ask question to the entire class clearly and loudly(not to smart student only) and make sure all students heard and understood the question. Then, ask question to the selected student.

• Teacher can repeat the question if have any student who are not understand/not clear.

• Teacher can ask other student to add or correct the wrong or inaccurate answer.

CONTINUE…

• Mention student name when questioning. Don’t ask generally. • Avoid students answering the question in a mass.• Give a compliment to student if the answer is

correct & good and correct the wrong/inaccurate answer.

OBJECTIVES OF QUESTIONINGTo test student knowledge and understanding.To stimulate and dig student thinking.To guide student to use method for make a conclusion or

to solve a problem. To attract student attention toward lesson activity.To evaluate the effectiveness of teaching and fulfilment of

P&P’s objectivesTo establish a good relationship between teachers and

students.To help students reinforce the concept and understanding.

CONTINUE…To help students to do revision in preparation for

the test.To raises curiosity through challenging and

attractive question.To share idea and experience.To give self-confidence, lessen shyness and fear

among students.To gain students interest and focus on studies.

TEACHER QUESTIONING TECHNIQUESFollow various levels of cognitive – based on Bloom’s Taxonomy (from

easy to difficult)

Converge and diverge question

Question clearly defined or understood

Ask question to the entire class

Give time to students to think

Getting students to answer the question

Ask other students

Give suitable respond toward students answer.

COMPONENT OF QUESTIONING SKILLS

• Formation of QuestionsClear, accurate and concise

• Focus Single focus : Focus on an idea - convergentVarious focus: Focus on more than one idea - divergent

• SpreadQuestion out to the entire class

• PauseGive time to students to listen, understand and think the

answer before answering the question.

CONTINUE…

• Serve answersGive compliment, To complete the answer,To correct the answer.

• Give clueHelp students with clueGive tips/guidance

• Digging thinkingTrigger, generate, expandAsk question to dig student thinking.

TYPES OF QUESTIONS

• Two basic types :• Convergent questions• Divergent questions

• Convergent questions: Need an exactly answer, low level ( understanding and knowledge) and high level (application, analysis, synthesis and evaluation)• Divergent questions: need variety and

alternative answer, different avenues and variations.

CONVERGENT QUESTIONS

• Convergent thinking is an ability of thinking in a way of logical integration to create new solutions for any problems based on principles, theoretical, law or instants experience (Guilford 1967) • Mostly labeled as – comprehensions, application,

critical and analytical thinking.

CONVERGENT QUESTIONS(EXAMPLES)

What is Teacher’s

Day theme for this

year? (Only one answer)

Who is the

actor? (limited answer)

Did you

understand

the topic?

(yes or no)

DIVERGENT QUESTIONS

• Open minded thinking which not only focus on theoretical, law or experience to gain various alternative ways to create solutions for any problems. • This type of thinking almost called as lateral

thinking which turns an ability of creativity and need open minded thinking, imagination, intuition and etc.

DIVERGENT QUESTIONS(EXAMPLES)

What is your opinion about

clusters school? (various answer)

What is your opinions about Hang Jebat’s

character? (open/broad)

What will happen to

student if UPSR and PMR have

been annulled ?

(subjective)

Shows an evident that make Hang Tuah known

as loyal hero. (reasoning thinking)

LEVEL OF QUESTIONING

• Based on Taxonomy’s Bloom Objective, there are six levels:• Knowledge• Understanding• Application• Analysis• Synthesis• Evaluation

KNOWLEDGE LEVEL

• Recall fact, the meaning of law, place, date. For example – name, state, list, who, where, when :• Name the three major nutrients in fertilizer.• Who invented the plane?

UNDERSTANDING LEVEL

• Ability to translate, interpreting the facts, principle, law etc. For example - explain, describe, summarize, tell :• Explain the meaning of a balanced diet.• Describe the meaning of asexual reproductive.

APPLICATION LEVEL

• Ability to use concept, principle etc to other situation for problem solving. For example - calculate, estimate, how :• Calculate how much NPK fertilizer needed for a hectare

corn crops. • How do teachers handle classes which are consist of

mixed abilities students?

ANALYSIS LEVEL

• Ability to split answer to small component based on principle, law. For example - differentiate, compare, choose, separate, select, do the sequence, do assumption :• Differentiate the meaning of cloth and textile.• Choose the best fertilizer for crop rooting.

SYNTHESIS LEVEL

• Ability to combine, merge, interpret and summarize what has been analysed. For example - plan, design, outline, conceptualize :• Design a master plan of this program.• Design a special dress for brides and grooms for this

wedding ceremony.• Plan a curriculum for special education students.

EVALUATION LEVEL

• Ability to evaluate, prove, validate, arguing or commenting. For example - criticize, detect, support, asses :• Give your comment on the storyline of this drama.• Why do you support the proposal? • How to detect bacterial disease that attacks the tree?

CRITICAL AND CREATIVE QUESTION

• Critical – reflective thinking, productive and evaluate the evidences to obtain a logical and accurate results.• Creative – a situation where an individual or a

group of people or an organization understand, know and be able to apply their creativity and create something new.