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TEACHING STRATEGY

QUESTIONING FOR CRITICAL AND CREATIVE THINKING
(PENYOALAN UNTUK PEMIKIRAN KRITIS DAN KREATIF)
GROUP MEMBERS NAME

1. 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 Questioning
2.   Importance of Questioning in P & P
3.   Principle for Preparing and Using Questions
4.   Objectives for Questioning
5.   Teacher Questioning Techniques
6.   Component of Questioning Skills
7.   Types of Questions
8.   Level of Questioning
9.   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


                                        Questioning as
    Active student                      expansion and
    participation                      upgrading activity
         and                              for student
                                            thinking,
     interaction                        understanding
                       Feedback and
                       reinforcement
                            occur

    Expansion of
     critical and
    creative skills.
PRINCIPLE FOR PREAPARING AND USING
            QUESTIONS
 Level questions should suitable with student
  background – age, ability and experience
 Question should be plan before we teach student
 Word, term and intonation should easy to
  understand by student
 Diversify the question from time to time to attract
  interest of student
 Question should encourage student to think
 Question 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 QUESTIONING

 To 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 objectives
 To 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 TECHNIQUES
  Follow 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 Questions
   Clear, accurate and concise
 • Focus
   Single focus : Focus on an idea - convergent
   Various focus: Focus on more than one idea - divergent

 • Spread
   Question out to the entire class

 • Pause
   Give time to students to listen, understand and think the
    answer before answering the question.
CONTINUE…

• Serve answers
   Give compliment,
   To complete the answer,
   To correct the answer.
• Give clue
   Help students with clue
   Give tips/guidance
• Digging thinking
   Trigger, generate, expand
   Ask 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)
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)


 Shows an evident that                            What is your opinions
make Hang Tuah known
                                                  about Hang Jebat’s
     as loyal hero.
  (reasoning thinking)                          character? (open/broad)

                              What will
                            happen to
                          student if UPSR
                          and PMR have
                          been annulled
                           ? (subjective)
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.

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Questioning for critical and creative thinking

  • 1. TEACHING STRATEGY QUESTIONING FOR CRITICAL AND CREATIVE THINKING (PENYOALAN UNTUK PEMIKIRAN KRITIS DAN KREATIF)
  • 2. GROUP MEMBERS NAME 1. 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
  • 3. QUESTIONS AND QUESTIONING 1. Introduction for Questions and Questioning 2. Importance of Questioning in P & P 3. Principle for Preparing and Using Questions 4. Objectives for Questioning 5. Teacher Questioning Techniques 6. Component of Questioning Skills 7. Types of Questions 8. Level of Questioning 9. Critical and Creative Questions
  • 4. 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.
  • 5. IMPORTANCE OF QUESTIONING IN P & P Questioning as Active student expansion and participation upgrading activity and for student thinking, interaction understanding Feedback and reinforcement occur Expansion of critical and creative skills.
  • 6. PRINCIPLE FOR PREAPARING AND USING QUESTIONS Level questions should suitable with student background – age, ability and experience Question should be plan before we teach student Word, term and intonation should easy to understand by student Diversify the question from time to time to attract interest of student Question should encourage student to think Question must be brief, precise and clear.
  • 7. 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.
  • 8. 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.
  • 9. OBJECTIVES OF QUESTIONING  To 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 objectives  To establish a good relationship between teachers and students.  To help students reinforce the concept and understanding.
  • 10. 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.
  • 11. TEACHER QUESTIONING TECHNIQUES Follow 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.
  • 12. COMPONENT OF QUESTIONING SKILLS • Formation of Questions  Clear, accurate and concise • Focus  Single focus : Focus on an idea - convergent  Various focus: Focus on more than one idea - divergent • Spread  Question out to the entire class • Pause  Give time to students to listen, understand and think the answer before answering the question.
  • 13. CONTINUE… • Serve answers  Give compliment,  To complete the answer,  To correct the answer. • Give clue  Help students with clue  Give tips/guidance • Digging thinking  Trigger, generate, expand  Ask question to dig student thinking.
  • 14. 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.
  • 15. 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.
  • 16. CONVERGENT QUESTIONS (EXAMPLES) What is Teacher’s Day theme for this year? (Only one answer)
  • 17. 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.
  • 18. DIVERGENT QUESTIONS (EXAMPLES) What is your opinion about clusters school? (various answer) Shows an evident that What is your opinions make Hang Tuah known about Hang Jebat’s as loyal hero. (reasoning thinking) character? (open/broad) What will happen to student if UPSR and PMR have been annulled ? (subjective)
  • 19. LEVEL OF QUESTIONING • Based on Taxonomy’s Bloom Objective, there are six levels: • Knowledge • Understanding • Application • Analysis • Synthesis • Evaluation
  • 20. 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?
  • 21. 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.
  • 22. 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?
  • 23. 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.
  • 24. 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.
  • 25. 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?
  • 26. 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.