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.