ARRI

ESGADOCOLLEGEFOUNDATIONS, I
NC.
Boni
faci
oSt
reet
,Tagum Ci
ty

15thBATCHBSED-EARNINGUNITS
FI
ELDSTUDY2:EPISODE9
EFFECTI
VEQUESTI ONI
NGANDREACTI NGTECHNI
QUES
MR.ROLANDO.TACAN, MAEM,
MAED
Pr
ofessor

FIELDSTUDY2:EPISODE9
EFFECTIVEQUESTIONINGAND
REACTINGTECHNI QUES
Di
rect
ion:
Pleasedowat
cht
hel
inkoft
hev
ideoat
tachi
ntheLMS.

Name:AI
RESC.OCUT Dat
e:DECEMBER02,2020

A.MyLear
ningEpi
sodeOv
erv
iew

Thi
sEpisodedwel l
son t y
pesofquest
ions,questi
oning and react
ing
techniquesthatteachermakeuseof.Thety
peofquest i
onst hatteachersask
andt hei
rmannerofquest i
oni
ngandreact
ingtostudentr esponseshav ea
bearingonclassinter
acti
ons.

B.MyI
ntendedLear
ningOut
comes

I
nthi
sepisode,Imustbeableto:
a.Identi
fymyResourceTeachers’
quest
ioni
ngandr eact
ingtechni
ques;
b.Selecttypesofquesti
ons,questi
oni
ngandr eacti
ngt echni
questhat
promot e/di
scour
ageint
eract
ion

C.Myper
for
manceCr
it
eri
a

Iwi
l
lberat
edal ongthefoll
owi ng:
1.qual
ityofmyobser v
at i
onsanddocument at
ion;
2.completenessanddept hofmyanal ysi
s;
3.depthandcl ar
it
yofmycl assroom observ
ation-
basedref
lect
ions;
4.completeness,organizati
on,clar
it
yofmypor t
fol
ioand
5.ti
meofsubmi ssi
onofmypor tf
oli
o.

D.MyLear
ningEssent
ial
s

Herear etime-testedprinci
plesoflearni
ng:
a.eff
ectiv
elear ningstartswithquesti
ons, notanswer;
b.i
nteracti
vet eachingi smadepossi blewi thteacher
s’effecti
vequesti
oni
ng
andreactingt echniques;
c.questi
oning enabl et eacherst o check learner
’s underst
andi
ng.I tal
so
benefi
tslearner sasi tencouragesengagementandf ocusest hei
rthi
nki
ngon
keyconcept sandi deas.

Bel
owar
ety
pesofquest
ionst
hatt
eacher
sask.

TypesofQuesti
onst hatTeachersAsk
1.Factual/convergent/closed/low- Who, What,Where,
Whenquesti
ons
l
evel Withoneacceptabl
eanswer
2.Divergent
/Open- ended/High-l
evel
/ Open-ended; has more than one
Hi
gher-order
/Conceptual acceptabl
eanswer
 a.eval
uat
ion
b.i
nfer
ence Example:Whent hephonerangandLiz
pickeditup,shewasal lsmil
es.What
cany ouinf
erabout?
c.Compari
son
d.Appli
cat
ion
e.Probl
em-sol
vi
ng
3.Aff
ect
ive e.
g.Howdoy
ouf
eel
?

E.MyMap

1.Iwil
lreadLear
ningEssent
ial
sabov
e.
2.Iwil
lobserv
eoneclassofaResour
ceTeachert
hrought
hev
ideoi
nthe
YouTube.

St
ep1: ReadtheLear
ningEssenti
alsabov
e.
St
ep2:Obser vetwo(1)Resour
ceTeacherthr
oughYouTubel
i
nkgi
venby
myteacher.
St
ep3: Accompli
shObservat
ionSheet.
St
ep4: Analy
zemyobservati
ons.
St
ep5: Refl
ectonmyobservati
ons.

F.MyLearningActivi
ti
es
Iwi
llobser
veTHREE( 3)classest hr
oughteachervideodemonst
rationby
usinganObservati
onSheetforgreaterfocusthenanaly
zemyobser vat
ionswi t
h
thehelpofguidequesti
ons.Iwi
llwritedownmyr ef
lect
ionsonmyobser vati
ons
andexperi
ences.

OBSERVATI
ONSHEET#9.
1

Di
rect
ion:Answertheobserv
ati
onsheetbasedonthevi
deoyou’
vewat
ched.
Justcl
ickt
heli
nktowatchthedemonst
rati
on.

ht
tps:
//www.
yout
ube.
com/ wat
ch?
v=H9O6PKC7HUI
&t=148s
(
pleasewat
cht
hisl
inkf
ory
out
oanswert
heobser
vat
ionsheet
)

Gr
adel
evel
:SECONDARYSubj
ectAr
ea:ARALI
NGPANLI
PUNAN

Ty
pesofQuest
ion Examples of Quest
ions t
hatt
he Resour
ce Teacher
Asked
1. Fact
ual
/ conv
ergent
/
cl
osed/l
ow-
lev
el “Anoangmasasabimosabagaynai y onghawak?”
“Saankayagi
nawaangpr oduktongi
to?
“Anoangmasasabimosal ar
awan?”
“Anokayaangtat
alakay
innatinsaarawnai t
o?”
“Sinokay
aangmgat aongbundoknagay on?”

2.Divergent
/Open-
ended/
High-
lev
el/ Higher
-or
der/ “Papaanoninyomail
alar
awanangkanyangpisi
kalna
Conceptual anyo?”
“Papaanoni
nyomai
l
alarawanangkani
l
angheogr
api
ya?

ev
aluat
ion
 “Bataysatul
anangbat a,anoyongpumapasoksai si
p
ni
nyopagnar i
nigyongmgasal it
ang ‘pagkakar
oonng
ki
l
ing?”
“Papaanonil
apinapahal
agahanangkani
langkult
ura?
”

i
nfer
ence
“Kaninahabangnanunuodkay
onangvideo,napapansi
n
konaangi basainyoaytumatawaol
i
him natumat awa.
Bakitkay
otumatawa?”

Compar
ison

Appl
i
cat
ion

Pr
obl
em-
sol
vi
ng “Anokay
aangi
syungki
nakahar
apnangmgaI
gor
ot?

3.Af
fect
ive
“Anoangmasasabimosapagkakar
oonnangpagki
l
ing?
”

OBSERVATI
ONSHEET#9.
2

Di
rect
ion:Answertheobserv
ati
onsheetbasedonthevi
deoyou’
vewat
ched.
Justcl
ickt
heli
nktowatchthedemonst
rati
on.

ht
tps:
//www.
yout
ube.
com/
wat
ch?
v=1GI
xw26Z7j
c
(
pleasewat
cht
hisl
inkf
ory
out
oanswert
heobser
vat
ionsheet
)

Gr
adel
evel
:SECONDARY Subj
ectAr
ea:ECONOMI
CS

Quest i
oni ngBehav i
or Tal
lyofUse Fr
equency
1.Varyingtypeofquest ions II 2
2.Askingnon- directedquest i
ons(askthequest i
onfir
st IIII 4
beforecalli
ngtoanswer ?
3.Calli
ngonnon- volunteers IIII 4
4.Pr ompt i
ng by r ephrasing orby pr ovidi
ng parti
al
answer
5.Probing(t oseekmor edet ai
l
sforclari
ficati
on) IIII 4
6.Requi r
ingabst ractthinking(notjustsimpl erecal
lbut IIIII 5
requi
reHOTS)
7.Askingopen- endedquest i
ons(di
vergent ) III 3
8.All
owi ngsufficientti
me
9.Invol
v i
ngasmanypossi ble III 3

OBSERVATI
ONSHEET#9.
3

Di
rect
ion:Answertheobserv
ati
onsheetbasedonthevi
deoyou’
vewat
ched.
Justcl
ickt
heli
nktowatchthedemonst
rati
on.
 ht
tps:
//www.
yout
ube.
com/
wat
ch?
v=1h1506kaWi
M
(
pleasewat
cht
hisl
inkf
ory
out
oanswert
heobser
vat
ionsheet
)

Gr
adel
evel
:GRADE5 Subj
ectAr
ea:MATHEMATI
CS

QuestioningBehav ior Tal

lyofUse Fr
equency
1.Providingaccept ancef eedback
2.Providingcor r
ecti
vef eedback IIII 4
3.Givi
ngappr opri
ateandsi ncerepr aise IIIII-
III 8
4.Repeat ingt heanswer I 1
5.Expl
ai ningt heanswer /expandi ngt heanswer IIII 4
6.Rephr asingt hequest i
ons II 2
7.Askingf ol
lowupquest i
ons IIII 4
8.Redirect i
ngquest ionst oot herpupi ls
9.Soli
citingst udentquest i
ons I 1
10.Encour agingthroughnon- verbal behavior
11.Cri
ticizingr espondentf orhi s/heranswer
12.Scoldi ngf ormisbehav i
ororf ornotl i
stening
13.Over usingexpr essionssuchas“ okay”
, “r
ight
” II 2

G.MyAnal
ysi
s

1.Fori
nfor
mat
ionpr
ocessi
ngatahi
gherl
evel
,whi
cht
ypesofquest
ionsshoul
d
youaskmor
e?

Thet
y peofquestionsf ori
nfor
mationprocessi
ngatahigherl
evelshoul
d
starti
n“ WhyandHow” .t hesetypeofquest i
onswi l
lenabl
ethestudentsto
thinkmorethatwillenhancet hei
rcri
ti
calthi
nki
ngskil
ls.

2.Whi
cht
ypesofquest
ionswas/
wer
emostasked?

The quest ions t hat wer e most asked came f r

om l ow
l
evel/
convergent
/cl
osed/factualty
pesofquesti
ons.It
’scl
osedbecauseitonl
y
needsoneanswert othi
sspeci f
icty
peofquest i
on.Thesetypeofquesti
ons
wil
lenabl
e/helpthestudentsrecal
lprev
iousi
nformati
onthatt
heyhaveinthei
r
mind.

3.Whi
cht
ype/
sofquest
ionswer
eleastasked?

The t
ypes ofquest
ions t
hatwer
eleastasked came f
rom pr
obl
em
sol
vi
ngandaf f
ect
ivet
ype.

4.Whi
chquest
ioni
ngt
echni
queswer
emostempl
oyed?Leastempl
oyed?

Thequestioningtechniquesthatweremostemployedcamef r
om HOTS
orquest
ionsthatrequir
ecriti
calthi
nki
ngskil
ls.
Theleastempl oyedcamef rom v
ary
ingtypesofquest
ioni
ng.

5.Whi
chr
eact
ingt
echni
quewer
emostcommonl
yused?Leastcommonl
yused?

React i
ngt echniquest hatweremostcommonl yused:gi vi
ngappr opr
iate
andsincerepr ai
sef ol
lowedby pr ov i
dingcorrect
ivefeedback,explaini
ngt he
answer/expandingt heanswerandaski ngfol
low-upquest i
ons.
React i
ngt echniquest hatwer eleastused:ov er
usingexpressionssuch
as ‘
okeyand ‘ r
ight’,rephrasing t
he questi
ons,r ephrasing t
he answerand
sol
ici
ti
ngst udentquest ions.

I
.MyLear
ningPor
tfol
io
 1.Basedont hemostcommont ypesofquest i
onsasked,quest i
oning
techniques and react
ing t
echniques thatt he Resource Teachers
empl oyed?refl
ectonthelevelofquesti
oni ngandt hi
nki
ngpr ocesses
thatst udents ar
e engaged i
n classr
ooms.( You havet or ef
ert o
Bloom’ sandKendall’
sandMar zano’sl
ev elofprocessi
ngonLear ning
Episode4) .

Based on my obser vati

on,Idi scovered t hata good quest ioning
techniquesmakest hest udentscompr ehendandunder standmor eint heir
l
essons.Ther esour ceteacherwi llmakequest i
onst hatwi l
lenhance/develop
thest udentscr i
ticalthi
nkingskill
s.I tisimportantalsof ort heteachertohav e
l
ow l eveltypesofquest i
oningwher ei
nst udentswi l
lbeabl etoretri
evet heir
previ
ousknowl edge,knowl edget hatt heyhav ef r
om t heirpr ev
iouslessonsor
came f r
om t he t hi
ngs t hattheyl earned int he past.A good quest ioning
techniquesshoul ddev elopthecogni t
ivelevelofpr ocessi ngoft hestudent s.
Aftert he dev elopmentofknowl edge,st udents wi l
lbe abl et o use those
knowl edgeint heirreal-
li
fesituat
ions(af f
ecti
ve).

2.NeilPostmanoncesai d:“
Chil
drengotoschoolasquestionmarksand
l
eav eschoolasperi
ods!”Doest hi
shav
esomet hingtodowit
hthetype
ofquest i
ons thatteachers askand the questi
oni
ng and r
eacti
ng
techni
questhattheyemploy?

Yes.Chi l
drengot oschoolasquest i
onmar kandl eaveschoolasper i
ods
woul dmeant hatitisexpect edt hatthosequest i
onst hatt hechildrenhav ei n
theirmi ndswi l
lbeanswer edwi tht hehelpoft het eacher s.Chil
dr enar ev ery
i
nqui siti
veandv eryeagert ol earnmor einschool .Thati swhy ,t
eacher smust
hav eagoodquest i
oningtechni quet hatwillserveascuesorst imul ithatwi l
l
i
gni t
et hest udent smi ndort hatwi llopentheirmi ndt ot henew l earningt hat
thet eacheri mpar t
s.Quest ions pl ayani mpor t
antr ole notonl yf orteacher s
butal sof orstudents.Itmeanst hatbot hint heteachi ngandl earningpr ocess,
quest i
onsar esi gni
ficantf actorsbecausechi ldrens’achi evementandt heir
l
ev elofengagementdepend on t he t
ypesofquest ionst hatt het eacher s
formul ateandusei ntheclassr oom.

J.MyLear
ningRubr
ic:

Lear
ningEpi
sodes Exempl
ary(
4) Super
ior(
3) Sat
isf
act
ory(
2) NeedsI mpr ovement
(1)
Lear
ningAct
ivi
ti
es Al
ltasksweredone Allornear l
yal l t
asks Near lyal ltaskswer e Fewert hanhal fof
wi
thoutstandi
ng wer edonewi th donewi th taskswer edone; or
qual
ity;
workexceeds accept ablequal ity accept abl equal ity mostobj ectiv
es
expectati
ons wer emetbutneed
impr ov ement
Anal
ysi
softhe Allquest i
onswer e -Anal y sisquest i
ons -Anal y sisquest ions -Anal ysisquest i
ons
Learni
ngEpi
sodes answer edcompl etely; wer eanswer ed werenotanswer ed wer enotanswer ed
indept hanswer s; compl etely compl etel y -Gr ammarand
thor oughl ygrounded -Clearconnect ionwi th -Vaguel yr elat edt o spel li
ng
ont heori
es. theories thet heor ies unsat isfactory
Ex empl arygrammar -Gr ammarand -Gr ammarand
andspel l
ing spellingar esuper ior spel l
ingaccept able
Ref
lect
ions/
Insi
ght
s Reflecti
on Ref l
ect i
onst atement s Ref l
ect ion Ref l
ect ion
statement sare arecl ear,butnot st
at ement sar e statement sar e
pr ofoundandcl ear; clearlysuppor tedby shallow, suppor ted uncl earandshal l
ow
suppor tedby ex per iencesf rom byex per iencesf r
om andar enot
exper i
encesf rom the learni ngepi sodes thel ear ning suppor tedby
lear ni
ngepi sodes epi sodes ex per iencesf r
om
lear ningepi sodes
Lear
ningPor
tfol
io Portf
oli
oiscompl et
e, Portfolioiscompl ete, Por t
fol i
osi s Anal ysisquest ions
clear,
well
-organi
zed clear,wel l-
or ganiz ed incompl ete; wer enotanswer ed
andallsupporti
ng; andmostsuppor ting suppor ting
document at
ionsare document ationsar e document ationsar e Grammarand
 l
ocat
edinsect
ions avail
ableandlogical or
ganizedbutar
e spel
ling
cl
ear
lydesi
gnated andclearl
ymar ked l
acking unsati
sfactor
y.
l
ocations
Submissi
onof Submi
tt
edbefor
ethe Submi t
tedontime Submitt
edaday Submit
tedt
wodays
Lear
ningEpisode deadl
i
ne aftert
hedeadl
i
ne ormoreaft
ert
he
deadl
i
ne

Ov
eral
lScor
e Rati
ng:(
Basedon
tr
ansmutat
ion)
TRANSMUTATI
ONOFSCORETOGRADE/RATING

Scor
e 20 19-
18 17 16 15 14 13-
12 11 10 9-
8 7
bel
ow
Gr
ade 1.
0 1.25 1.
5 1.75 2.00 2.25 2.50 2.75 3.00 3.
5 5.
00
99 96 93 90 87 94 81 78 75 72 71-
bel
ow

Si
gnat
ureofFSTeacher