GAUR BRAHMAN COLLEGE OF EDUCATION ROHTAK PEDAGOGY OF

GAUR BRAHMAN COLLEGE OF EDUCATION, ROHTAK PEDAGOGY OF COMMERCE (B. Ed. I st Year) TOPIC: SKILL OF PROBING QUESTIONS BY: DR. SAVITA SHARMA

Whenever teacher asks the questions to the students So many situations happen to in front of the teacher when she/he ask the questions_____ Ø State of getting no answer Ø State of getting wrong answer Ø State of getting partially correct answer Ø State of getting incomplete answer Ø State of getting correct answer

Whenever No Answer/Incorrect Answer/Incomplete answer Then…… What should the teacher do v Motivate the students for correct answer How………. . ? Ask many questions related to the main question. Taking various supportive question Linking previous knowledge with the new knowledge (known to unknown) Creating Interest and enquiry/ curiosity among students. Developing the thinking, creativity and analytical ability

Definitions of Probing Question skill Ø According to Singh and Sharma(1982), ” Skill of obtaining correct response from the students by using different techniques is known as skill of probing question”. Ø According to Jangira and Singh, “The skill of probing questioning is going deep into pupils response through step by step questioning with a view of eliciting the criterion response”.

Objectives of Probing Questioning Skill Ø To give correct response. Ø To make the responses more clear Ø To ask inventive question based on the responses Ø To explain the reason of correct response Ø To make students more cooperative Ø To make students more alert.

Components of the skill Ø Prompting Ø Seeking further information Ø Refocusing Ø Redirection Ø Increasing critical awareness

Components of the skill ing: I. responses of questions, in that situation the teacher does not give the response but gives clues or hints and helps the students by prompting them. Example: T: What is Business? S: No response T: What is called if some people are busy in producing things? S: Business

Components of the skill II. Seeking Further Information: When students give incomplete or partially correct response, the teacher asks more leading questions so that the students are able to give correct answer or complete the answer. For this teacher should ask well prepared questions so that the students may give desired response. Example: T: what are the characteristics of business? S: To earn profit T: What are the other characteristics? (Seeking further information)

Components of the skill III. Refocusing: Refocusing is used to initiate the student to make his/her response more correct, meaningful, clear and more effective. The main aim behind this is to make the students aware of the implications of a given response in more complex and novel situations. The teacher relates the answer with the topic already taught. Example: T: What do you mean by advertisement? S: A public announcement. T: How it can be useful in promoting business?

Components of the skill IV: Redirection is used when a student does not respond or give incomplete response. Here the teacher directs the same question to other student. The help taken from other students to reach the correct answer helps that student to learn correct answer. Example: T to Ram: What is human Activity? Ram: No response T to Shyam: What is human Activity? (Redirection) Shyam : An activity that a person performs

Components of the skill V: Increasing Critical Awareness: When a student gives correct answer then this technique is used to increase the critical awareness of the students. The teacher further asks questions to justify the students response rationally. Here the teacher asks “How” and “Why” type of questions. This increases the critical thinking, abstract thinking ability and reasoning ability of students.

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