EDU 600| Field Study 1

LEARNING EPISODE #7: EFFECTIVE QUESTIONING AND RESPONDING

TECHNIQUES

FS Student: Salungayan, Jodelyn B. Subject: EDU 600

Resource Teacher: Jonard, Laure RT’s Signature: _______________________
School: Kauswagan Central School Date of Observation: 09-1-25
Grade/ Year Level: 5 Section: COE-02

LEARNING OBJECTIVES:
At the end of the learning episode, the students should be able to:
1. Reviewed the proper selection and use of teaching methods appropriate in the classroom;
2. Conducted an observation on how a teacher selects and uses teaching methods in an actual
classroom setting; and
3. Reflected on how the use of such techniques impacts the teaching-learning process.

INSTRUCTIONS: In the class you are told to observe, take note of the questions posed by the
teacher to the students and tally them below.

ACTIVITY 7.1: TYPES OF QUESTIONS USED BY A TEACHER IN THE CLASSROOM

Type of Description of
Question Frequency of Use Questions Used
1. Factual  What are the steps in solving Division?
Questions  What is 48 divided by 6?  The question allow
 What is the symbol used to represent students to recall
division? steps in solving
division.
 Allow students to
recall basic
information

2. Higher Order You are a detective trying to solve a case.  The question allow
Thinking skills You know that a secret number divided by students to think
(HOTS) 12 gives a quotient that is one more than the critically .
questions remainder. The remainder is 5. What is the
secret number? Show your work and explain
your reasoning.
3. Affective Imagine you have a bag of your favorite
Questions candy to share with your friends. How does  This question want to
it make you feel to divide the candy equally? teach students the
What if you couldn't divide it equally – would concept of sharing.
that feel fair? Why or why not?
 EDU 600| Field Study 1

LEARNING EPISODE #7: EFFECTIVE QUESTIONING AND RESPONDING TECHNIQUES

INSTRUCTIONS: Using the table below, assess whether the teacher you are tasked to observe
uses the following strategies related to questioning as presented by Caram and Davis (2005).
Check whether such strategies are used by the teacher, and comment on their execution and
delivery in the classroom.

ACTIVITY 7.2: TEACHER’S QUESTIONING TECHNIQUES IN THE CLASSROOM

Questioning Technique ✓ Comment

1. Creates a classroom culture open to The teacher encouraged students to share
dialogue. their answers freely, making them
✓ comfortable to speak.
2. Uses both pre-planned and
spontaneous questions. Some questions were clearly prepared, while
others arose naturally based on student
✓ responses.
3. Selects an appropriate level of The teacher adjusted the level of difficulty to
questioning based on the students’ needs. match students’ capacity, ensuring
✓ understanding.
4. Avoids tricky questions that require only The teacher asked open-ended questions,
a yes or no answer. allowing for more elaborate student
✓ responses.
5. Phrases questions are carefully, Questions were direct and easily understood
concisely, and clearly. ✓ by students.
6. Directs questions to the class or to The teacher called on both volunteers and
individual randomly. ✓ randomly chosen students to answer.
7. Provides students sufficient time to Students were given enough time to think
respond. ✓ before answering.
8. Responds to the answers provided by The teacher acknowledged answers and
the students. ✓ gave constructive feedback.
9. Deliberately frames questions to raise Questions were engaging and connected to
interest among students. ✓ real-life situations.
10. Uses questions to identify the
learning objectives for follow-up self-study. The teacher used questions to reinforce key
concepts and encouraged students to review
✓ after class.

INSTRUCTIONS: In the class you are tasked to observe. Identify the responding techniques
used by the teacher and write down comments on how they are used in the table below.

ACTIVITY 7.3: TEACHER’S QUESTIONING TECHNIQUES IN THE CLASSROOM

RESPONDING TECHNIQUE ✓ Comment

1. Listens Well The teacher paid close attention to student answers
✓ without interrupting.
2. Shows genuine warmth Smiled and encouraged hesitant students, building
✓ confidence.
3. Patient ✓ Allowed struggling students to complete their answers
 EDU 600| Field Study 1

without rushing.
4. Tactful ✓ Corrected wrong answers respectfully and guided
students toward the right response.
5. Analytic Broke down answers into parts to highlight correct and
✓ incorrect reasoning.
6. Interpretive Related student responses to lesson concepts for
✓ deeper understanding.
7. Judges situations accurately Knew when to probe further or simplify depending on
✓ student difficulty.
8. Communicates well ✓ Expressed feedback clearly and positively.
9. Gently faces the students ✓ Maintained a friendly, approachable stance.
10.Nods head while listening to Showed attentiveness through body language.
students’ responses ✓
11.Adopts an open posture ✓ Body language invited participation.
Repeated or paraphrased student points to validate their
12.Practices verbal following ✓ ideas.
13.Maintains eye contact ✓ Strengthened connection and focus during questioning.
14.Relatively relaxed ✓ Created a calm environment, reducing student anxiety.
15.Carefully crafts questions ✓ Questions were thoughtful and purposeful.
Asked reflective follow-up questions to deepen
16.Makes students reflect ✓ understanding.
Encouraged higher-order thinking questions to push
17.Challenges students ✓ beyond recall.
18.Paraphrases students’ ✓
responses Restated answers to ensure clarity.
19.Leads students to Guided students in summarizing the lesson for
summarize ✓ consolidation

PROCESSING QUESTIONS AND ANALYSIS:

1. Which type of question was mostly used by the teacher? Does this style match the
intended learning outcomes set by the teacher for the lesson?
The teacher mostly used factual questions, which helped in recalling steps and basic
concepts in division. This matched the intended outcomes of ensuring that students
mastered the fundamentals before moving to higher-level problem solving

2. How does using of different types of questions affect teaching-learning process in the
Classroom?
Using varied questions encourages diverse thinking skills. Factual questions check
recall, higher-order questions develop critical thinking, and affective questions build
values and real-life connections. This makes learning more meaningful and engaging.

3. Do the teacher’s responding techniques encourage more participation from the

students? Explain.
Yes. The teacher’s warmth, patience, and respectful handling of responses made
students more confident to participate. Active listening, eye contact, and constructive
feedback motivated even shy students to answer.
 EDU 600| Field Study 1

4. As a future teacher, what strategies would you use to be able to deliver questions
effectively in the classroom?
I would:

 Use a mix of factual, analytical, and reflective questions.

 Phrase questions clearly and concisely.
 Give sufficient wait time before expecting answers.
 Direct questions randomly to engage all learners.
 Provide feedback that is constructive and encouraging.

INSIGHTS AND REFECTION:

1. What insights and reflections can you derive from this specific field study experience?

From this experience, I realized that questioning is not only a way to check student
understanding but also a strategy to develop critical thinking, creativity, and confidence.
Effective questioning promotes interaction, while thoughtful responding builds a supportive
classroom environment. As a future teacher, I must balance factual, higher-order, and
affective questions and respond to students in ways that motivate them to participate and
think deeply. Questioning and responding are powerful tools to create an engaging and
learner-centered classroom.