WEEK 2

Questioning Techniques
for Active Learning

SCE551
School Science
Muhamad Furkan Mat Salleh
Faculty of Education
Universiti Teknologi MARA
 What is active learning?
Experiential, Mindful, and
Engaging.
Through it you can explore a set of
learning experiences that can be more
effective and interesting.
Anything that students do in a
classroom other than merely passively
listening to an instructor's includes
listening practices, short writing
exercises, complex group exercises.
 Why incorporate active
learning techniques?
Study suggests that students attention in
class starts to wane every 10-20 minutes.
Incorporating active learning techniques
will encourage students engagement.
Active learning also:
1) Reinforces important material,
concepts, and skills.
2) Provides more frequent and immediate
feedback to students.
3) Addresses different student learning
styles.
 continue
4) Provides students with an
opportunity to think about, talk
about, and process learning material.
5) Creates personal connections to
the material for students, which
increases their motivation to learn.
6) Allows students to practice
important skills, such as
collaboration, through pair and group
work.
Cone of Learning (Edgar Dale,
1946)
 Technique? How?
One of the best ways to promote
students engagement is by asking
questions.

Questions usually used as a way of

prodding students and instantly
testing their comprehension hence
questioning require techniques which
could help to increase students
involvement and comprehension.
 Quote about question

Whats in a question, you ask?

Everything. It is a way of evoking
stimulating response or
stultifying inquiry. It is, in essence,
the very core of teaching

John Dewey (1933)

 The SOCRATIC Questioning
Technique
The Socratic approach to questioning is based on
the practice of disciplined, thoughtful dialogue
Socrates, the early Greek philosopher,

He believed that disciplined practice of thoughtful

questioning enabled the student to examine ideas
logically and to determine the validity of those
ideas - effective way to explore ideas in depth.

Higher-level thinking skills are present while

students think, discuss, debate, evaluate, and
analyse content through their own thinking and
the thinking of those around them.
Tips for Using Socratic Questioning
Plan signifcant questions that provide
meaning and direction to the dialogue
Use wait time: Allow at least thirty seconds for
students to respond
Follow up on students responses
Ask probing questions
Periodically summarize in writing key points
that have been discussed
Draw as many students as possible into the
discussion
Let students discover knowledge on their own
through the probing questions the teacher
poses
 Why is inquiry science so important?
What are the components of inquiry
that make it so effective?
How will you use science textbook to
facilitate the learning process?
Activity 1
Drama o Drama!
 Types of Questions
1. Clarifying questions
. How does this relate to our discussion?
. "Are you going to include diffusion in your
mole balance equations?
. What do you mean when you say ?
. Whats your main point?
. What do you think is the main issue?
. Could you expand upon that point
further?
 Types of Questions
2. Probe reasons and evidence
How do you know that?
What makes you think that is true?
Do you have any evidence or proof?
What do you think causes to happen...?
Why:?
"Do you think that diffusion is responsible
for the lower conversion?
Could you explain your reason to us?
By what reasoning did you come to that
conclusion?
Is there reason to doubt that evidence?
 Types of Questions
3. Viewpoints and Perspectives
What would be an alternative? What is another
way to look at it?
Would you explain why it is necessary or
benefcial, and who benefts?
What are the strengths and weaknesses of...?
How are...and ...similar?
"With all the bends in the pipe, from an
industrial/practical standpoint, do you think
diffusion will affect the conversion?"
What might someone from a different
perspective think?
What might someone who disagrees say?
 Types of Questions
4. Implications and consequences
What are the consequences of that
assumption?
How does...affect...?
How does...tie in with what we learned before?
What effect would that have?
Could that really happen or probably happen?

If that happened, what else would happen as

a result? Why?
 Types of Questions
5. Origin or source question
Is this your idea or did you hear if from
some place else?
Have you always felt this way?
Has your opinion been infuenced by
something or someone?
Where did you get that idea?
What caused you to feel that way
 Types of Questions
6. Question about the questions
What was the point of this question?
Why do you think I asked this question?
What does...mean?
How does...apply to everyday life?
Why is this question important?
Is this question easy or difcult to answer?
What assumptions can we make based on this
question?
Does this question lead to other important
issues and
questions?
Activity 2
Lets practice!
The End