The Art of Asking Good Questions

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The Art of Asking Good Questions

• Prepared by Ruba Sadi

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The Objectives

• To differentiate between types of
  questions
• To engage students in good discussions
• To highlight the importance of Questioning

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The art of asking good questions

• gets students more actively involved.
• helps your students learn this important skill
  themselves.
• may inspire the next great journalist,
  presenter, actor, teacher

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The types of questions are

• Factual questions they have only one correct
  answer
• Interpretive questions they have more than one
  answer, but they have to be supported with
  evidence
• Evaluative questions they ask for opinions ,
  beliefs , points of view so there is no wrong
  answer

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How are these types of questions helpful for our
students?

• Factual questions have more room for exploration
  
• Interpretive questions are effective for starting
  a class discussion and stimulating oral and
  written language exercises
• Evaluative questions are good ways to lead a
  discussion ,and it is a great way to connect with
  and elicit from shy students

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Where can a teacher use QUESTIONS?

• In pronunciation
• In speaking
• In listening
• In reading
• In writing
• And in many class activities

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Surprise Question!

• A says a statement which seems surprising to B
• B responds in an exaggerating way because he is
  surprised from what hes heard.
• Guess why B was surprised
• and make suggestions

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Question Question Improvisation

• Suggested topics
• Holidays
• Friends
• Dreams
• Shopping
• Kids
• Families

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A curriculum wheel on a topic
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Suggested Topics

• Birds
• Eyes
• Babies
• Marriage
• Dreams
• Jobs
• Parks
• Homework

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Remember

• Opinions should be supported with evidence
• Care about each question you ask.
• Avoid generic questions
• Maintain a high energy level and enthusiasm
• All good questions always lead to more questions

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Open ended questions are the best for most
learning situations! They

• invite opinions , thoughts and feelings
• encourage participation
• establish rapport
• stimulate discussion and
• maintain balance between facilitator and
  participant

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References

• Dorret, Teryne. Breaking The Writing
  Barriers.
• Hess, Natalie. Teaching large Multilevel Classes.
  
• Lindstrombery, Seth.Language Activities for
  Teanagers.
• Marsland, Bruce. Lessons from Nothing
• www.uefap.com
• www.youthlearn.org/learning/teaching/questions
• www.youthlearn.org/learning/activities/howtodevelo
  paninquiry-basedproject