Episode 6:

EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

Name of FS Student______________________________________________________________

Course_______________________________________ Year & Section _____________________

Resource Teacher 1______________________ Signature ______________Date______________

Resource Teacher 2______________________ Signature ______________Date______________

Resource Teacher 3______________________Signature______________ Date______________

Cooperating School_______________________________________________________________

My TargetIn this Episode, I expect myself to be able to determine my Resource Teacher’s

questioning and reacting techniques and identify those that promote interaction.

My Performance (How I will be Rated)Field Study 2, Episode 7- Effective Questioning and Reacting TechniquesFocused on: Questioning and Reacting Techniques

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/Documentation:

All tasks were done with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1My Analysis Analysis questions

were answered completely; in depth answers; thoroughly grounded on theories

-Exemplary grammar and spelling.

4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior.

3

Analysis questions were not answered completely

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory

1Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1My reflection Reflection

statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1My portfolio Portfolio is

complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1Submission Before deadline.

4

On the deadline.

3

A day after the deadline.

2

Two days or more after the deadline.

1Subtotals

Overall ScoreRating based on transmutation:

______________________________ _________________ Signature of FS Teacher above printed name Date

Transmutation of Scores to Grades/ Ratings

Score

2018-19

17161514

Grade

1.01.251.5

1.752.002.25

Rating

999693908784

Score

12-1311108-9

7- below

Grade

2.502.753.003.5

5.00

Rating

817875

72 andbelow

My Map

I will observe three Resource Teachers’ questioning and reacting techniques based on my past lesson on “Effective Questioning and Reacting Techniques”.

To realize my Target, I will dothe following steps:

Step2 : Observe my Resource Teacher as she teaches with the use of an Observation Sheet.Step 4: Analyze my answers with the aid of questions.Step 5: Reflect on my observations.

My Tools

Score the Resource Teacher every time he/she demonstrates any of the following questioning behaviors. Sample is shown in item #1.

Questioning Behavior Tally of Use Frequency

1. Varying types of questions e.g. IIII 5

2. Asking non – directive questions

3. Calling non – volunteers

4. Rephrasing

5.Sequencing logically

6.Requiring abstract thinking

7. Asking open – ended questions

8. Allowing sufficient wait time

9.Involving as many as possible

OBSERVATION SHEET

Name of the Resource Teachers Observed:________________,__________________,________________

School Address:_________________________________________________Date:___________________

Grade/ Year Level: _________________________________ Subject Area: _________________________

Write samples of questions asked under each type.

Type of Question Sample Questions Asked

1. Convergent Question

Type of Question Sample Questions Asked

2. Divergent Question

3. Low – level Question

4. High level Question

OBSERVATION SHEET

Name of the Resource Teachers Observed:________________,__________________,________________

School Address:_________________________________________________Date:___________________

Grade/ Year Level: _________________________________ Subject Area: _________________________

Reacting TechniquesScore the Resource Teacher every time he/she makes use of any of the techniques.

Reacting Behavior Tally of Use Frequency

1. Providing acceptance feedback

2. Providing corrective feedback

3. Giving appropriate praise

4. Repeating the answer

5. Explaining the answer

6. Rephrasing the question

7. Asking follow – up questions

8. Redirecting questions to other pupil

9. Soliciting student question

10. Encouraging through non – verbal behavior

11. Criticizing responding student for his/her answer

12. Scolding for misbehavior or not listening

13. Overusing expressions such as “Okay”, “Right”, etc.

My Analysis

1. Which questioning and reacting techniques encouraged teacher – student interaction? Which ones did not? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What did Neil Postman mean when he said: “Children go to school as question marks and leave schools as periods”? Does this have something to do with teacher’s questioning and reacting techniques? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My Reflections

What do I resolve to do and NOT to do in my questioning and reacting techniques so as to encourage teacher – student interaction ____________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My Portfolio

I promote higher – order – thinking skills (HOTS) and interaction for learning by the kind of questions that I ask.

Here are learning objectives. Formulate at least two examples of questions that promote divergent thinking and HOTS.

Elementary (For BEEd Student)1. At the end of the lesson, the pupil is able to identify the functions of the organs of the digestive system.

Secondary (For BSEd Student)1. After having been presented the pros and cons of teaching reproductive health in schools, the student must be able to take a stand on the controversial issue and give reasons for such stand.

Write your two divergent questions here!1. Elementary _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Secondary ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I promote class interaction by my favorable remarks. Here are 5 examples of expressions I must use (products of my research) to inspire my students to be involved in class interaction.

1. e.g. “You are on the right track!”

2.

3.

4.

5.