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Art of Q-Session Guide

This document provides a guide for a training session on questioning techniques for Grade 2 teachers. The objectives are to teach questioning strategies to facilitate learning, discuss the value of questioning in literacy classrooms, and help teachers formulate questions about texts. The session covers when and how to ask questions before, during, and after reading using the B-D-A instructional framework. Activities include priming questions teachers may encounter and having teachers generate questions for different parts of the framework. The presentation emphasizes that skillful questioning helps students make sense of information and build understanding.

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Maribel Bayudan
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204 views

Art of Q-Session Guide

This document provides a guide for a training session on questioning techniques for Grade 2 teachers. The objectives are to teach questioning strategies to facilitate learning, discuss the value of questioning in literacy classrooms, and help teachers formulate questions about texts. The session covers when and how to ask questions before, during, and after reading using the B-D-A instructional framework. Activities include priming questions teachers may encounter and having teachers generate questions for different parts of the framework. The presentation emphasizes that skillful questioning helps students make sense of information and build understanding.

Uploaded by

Maribel Bayudan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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NTOT Grade 2

Mother Tongue-Based Multi-Lingual Education


Pedagogical Retooling for Grade 2 Teachers

Session 6
What’s in a Question?
(Questioning 101: The Art of Classroom Q and A)

Training of Trainers Session Guide


Mother Tongue Grade 2

Prepared by:

CLAIRE BASMAYOR BARCELONA


Division English Coordinator
Curriculum Implementation Division
Schools Division Office of Albay, Region V (Bicol)
Objectives

At the end of the session, teachers should be able to:

1. acquire questioning techniques to facilitate learning and meaning-


making;
2. discuss the value of questioning and discussion strategies in the
literacy classroom;
3. manifest commitment in guiding students in generating their own
questions about the text; and
4. realize the importance of enhancing skills in questioning and asking
questions in an MTBMLE classroom.

Key Understandings

1. Successful reading is not simply the mechanical process of decoding


text, rather it is the process of active inquiry.

2. To encourage critical reading, teachers should ask students about the


text before, during, and after they read. Teachers can help students
become more proficient by modeling the process for them and
encouraging them to use it when they read independently.

3. Critical thinking is the intellectually disciplined process of actively and


skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to
belief and action. (Scriven & Paul, presented at the 8th Annual
International Conference on Critical Thinking and Education Reform,
Summer 1987 retrieved from
http://www.criticalthinking.org/pages/defining-critical-thinking/766)

Materials Time Allotment

 Slide Presentation 3 1/2 hours


 Video Documentary-Social
Experiment Alignment to the PPST
 Task Sheet B-D-A Instructional Strand 1.4
Framework Strand 1.5
 Exit Ticket- “I have it my fingertips; Strand 1.7
I know it like the back of my hand.” Strand 1.8
Strand 2.5
Strand 4.2

References

2
Dekker, Diane, et. Al. Mother Tongue Based Multilingual Education and
Classroom Strategies
Asking Effective Questions. Student Achievement Division. Ontario CA. July 2011
Moss, Joy.
The Art of Questioning. Teaching Literature in the Elementary School: A Thematic
Approach. 1996.
Rabelas, G.U. (2017). Session on NTOT MTB-MLE Grade 1 Questions as
Teaching Tools
Assessment by Dinah C. Bunao
The Gentle Art of Questioning by Dr. Stephanie V. Chasteen
http://colorado.edu/sei
Effective Questioning by Francie Estro
Summit Questioning Technique by Jonnecia Alford
Questioning 101 by Millie Snyder and D.J. Midgett
Procedure

Introduce the session by saying: “Good ______ everyone. I am __________ of


____________. Welcome to an exciting Training of Trainers on session 6. Our
topic for today is “What’s in a Question? (Questioning 101: The Art of Classroom
Q and A)”. Our resource person for this session is Ms. Claire Basmayor Barcelona
from SDO-Albay, Region V. Before we start, let us take note of the following
session objectives.”

Activity (40 minutes)


Priming: What do I do if I ask a question and..?
• There is no response.
• The same people keep raising their hands.
• The answers are called out before everyone has a chance to think.
• The answers take too long.
• Someone gives a wrong answer.
• Only some students are prepared?

Engage:
Present a short video and write at least five (5) questions for each stage of the B-
D-A instructional framework. Fill out the chart.

Analysis (20 minutes)


Explore:
1. How did you find the activity? How do you feel about asking questions in
mother tongue?

2. What helped/hindered you in accomplishing the task? What kind of


questions did you ask?

3. Why should we ask questions?

4. What did you consider in formulating those questions?

3
5. What were the concepts presented by each group? Did it surprise you?
Why?

6. What’s in a question? In what ways can the use of mother tongue in asking
questions facilitate learning?

7. What kind of questions do you usually ask your students in your B-D-A
reading/listening lesson and or viewing activity?

8. What insights did you gain from the activity?

Abstraction (120 minutes)


Deepen:
Pre-viewing Questions
 What’s in a question?
 What kind of questions should teachers ask?
 When should we ask questions?
 Why is there a need to ask questions considering the B-D-A instructional
framework?
 How should teachers ask and handle responses to questions?

Viewing Session
Play the video presentation of Ms. Claire Basmayor Barcelona as she explains
the topic on Questioning 101: The Art of Classroom Q and A.

Title: What’s in a Question


Resource Person: Ms. Claire Basmayor Barcelona, MTB-MLE Pedagogical
Retooling for Grade 2 Teachers National Training of Trainers

Discussion
After watching the video, let the participants process the information they
gathered by answering the Pre-viewing Questions presented earlier.

Highlight the following concepts:


1. Knowing the answers will help you in school but knowing how to
question will help you in life. Skill in the art of questioning lies at the
basis of all good teaching ” (Betts, 1910, p. 55).

2. Questions allow us to make sense of the world. They are the most
powerful tools we have for making decisions and solving problems, for
inventing, changing and improving our lives as well as the lives of
others. Powerful Questions leads to Information Power.

3. Questioning Cycle-Teachers must ask questions Before, During and


After in an instructional framework of a listening, reading and viewing
lessons.

4. Effective readers and writers use a range of strategies in a variety of


combinations when interacting with text. They do not use strategies in
isolation. Question generation is an effective reading comprehension

4
strategy in which readers play an active role in composing and asking
themselves questions that are generated by a text. (Alicia Bustos Orosa
2017).

5. Ask questions that facilitate the comprehension of both the content and
language of the lesson/subject matter.

6. The teacher’s skillful questioning plays a vital role, helping students to


identify thinking processes, to see the connections between ideas and
to build new understanding as they work their way to a solution that
makes sense to them.

7. In a constructivist classroom student are recognized as the ones who


are actively creating their own knowledge. (Marian Small)

Reflection Questions
What instructional strategies and skills in asking questions have we covered?
How will you situate these strategies in your own classes?
What must a literacy teacher do to make students engage with the text?

Application (30 minutes)


Temperature Check:
Revisit the questions you have formulated in the B-D-A instructional
framework and make modifications or adjustment based from your learnings.

Accomplish the Exit Ticket-I have it in my fingertips; I know it like the back
of my hand. (Task Sheet 2)

Closing

Say: “Before we end our LAC session today, let me share with you a quote from
Good teaching is more a giving of right questions than a giving of right answer-
Josef Albers.”
[email protected]
Claire B. Barcelona, SDO-Albay,Region V

5
Resources Needed:

Activity (40 minutes)


Priming: What do I do If I ask a question and…?

Task Sheet 1
Activity: B-D-A Instructional Framework Chart
Instructional
Questions Reasons Skills
Framework
Before

During

After

Application (30 minutes)


Task Sheet 2-Exit Ticket
Something I
discovered.
Something I will treasure
Something I would from the session
like to point out.

Something good/I Something little I


enjoyed. want to add.

What I am going to
do next?

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