1. 2 TO 1.0 Deliver Theory Lesson TO 2.0 Deliver Skills Lesson
EO 1.2 State how to use questions to obtain information, elicit concepts and encourage student feedback.
Interest
How many times have we all been in lessons where the instructor is on transmit and after a period of time we lose the will to live let alone the will to learn. (This is known as didactic teaching)
In addition the instructor will be receiving little feedback and may not fully know if the students are taking anything in or indeed if learning and understanding is taking place.
We all have different attention spans and can focus fully on a topic for somewhere between 8 and 24 minutes. Therefore if we can have a blended approach to the lesson delivery where the student is actively participating in the learning experience the data will be retained for longer periods. In addition it will allow for greater contextualisation of the subject matter being delivered.
Instructors should get students involved throughout the lesson and using effective questions is a way to combat the above problems. 2

2. Sensory Inputs 3 Visual Seeing Audio Hearing Kinaesthetic Feeling
Gustatory Tasting
Olfactory Smelling
Research has shown that memory retention rates differ using different medium
The easiest way to get student involvement is to use questions.
Need:
There are a number of instructional methods open to instructors to gain interaction and raise the learning experience. One of the most effective methods is through two-way communication between the instructor and student. Oral questions are therefore vital as they enhance the speed and depth of the learning process and the retention factor.
This is referred to as a form of experiential learning, where the student is actively taking part in the learning experience. 3

3. Experiential Learning
‘We learn best when we are actively involved in the learning process. Through our own discoveries and our own experiences.’
Experiential learning can be defined in two contrasting ways.
It can be seen as 'education that occurs as a direct participation in the events of life'.  This type of learning is achieved through reflection upon everyday experience and is the way that most of us learn.
Alternatively, experiential learning can be defined as the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and attitudes in an immediate and relevant environment. This will involve a ‘direct encounter’ with the subject being studied rather than merely thinking about the subject.
This latter kind of learning may need to be set up or facilitated by the instructor or training organisation – as it involves “training on the job” – or may involve the construction of appropriate simulations.
Prof David Kolb
(Educational psychologist) 4

4. Question & Answer Technique
Put up Title Magnetic Aid if available.
This acts as a signpost throughout the lesson. 5

5. Range Question policy Time Notes Content / Test. 6
Question policy is nomination to demonstrate
the technique advocated (Pose, Pause and Pounce)
Note: Instructors also to display correct answer handling techniques.
If you have any questions – do not hesitate to ask them
Time allocated is 45 Minutes
Notes – all relevant information is contained within the handout, however if you prefer to take notes please continue.
Ground rules for the students (for example on drinking and ventilation)
There will be a verbal test at the end of the lesson to confirm understanding 6

6. Objectives 7 By the end of this lesson you will be able to:
State the purpose and qualities of good questions
State the methods of asking questions
State the method for handling student answers
State how to deal with student questions
List the types of questions used.
Lesson objectives to be shown and stated for clarity
If unable to display they should be stated twice to give the emphasis that they require. 7

8. The Purposes of Questions
To produce reliable feedback,
arouse and maintain student interest
Promote effective learning.
Q. Why do we ask questions?
A a. Produce reliable feedback
b. Arouse and maintain student interest
c. Promote effective learning 9

9. The qualities of good questions
When dog handlers are bitten by their dogs, why must they be destroyed?
Why must dogs be destroyed if they bite their handlers more than three times?
It is clear then, that we want our questions to be immediately and easily understood.
Any ambiguity needs to be removed, therefore there is only one possible outcome.
What is the problem if we make our questions too easy?
A. No challenge, so not thought provoking. 10

10. The qualities of good questions
Has the fact that your peregrinations in this metropolis have not yet been extensive, made it difficult for you to penetrate this epitome of modern Babylon?
We ask questions all the time to elicit information or confirm understanding and at times we do not always consider the way in which we word them; for example:-
What is the problem with this question?
A a. Can’t understand it.
b. Too long winded.
c. Uses obtuse and complex English.
One of the issues that often occurs is the use of terminology that we may understand through our experience, however, the trainees may not have encountered it before. This is exacerbated when we introduce TLA’s (Three letter abbreviations)
Have you lost your way? 11

11. The qualities of good questions
Concise and precise
Use clear language
Avoid ambiguity
Thought provoking and challenging
Start with an interrogative –
What, Who, Where, When, Why, How.
Therefore the qualities that we are looking for with good effective questions are:
They are directed at learning and are therefore concise and precise
The language is understood by all (avoiding TLA’s)
There is no ambiguity or confusion as to the required answer
It should challenge and stretch the students
Starting the question with an appropriate interrogative signals the question. (Remember that some questions can challenge in a negative way; Why questions can lead to justification which may detract from effective learning). 12

13. When nominating questions
Pose - The question
Pause - To let the class think
Pounce - Randomly
What could we do in order to give the students time to work out a complex response to a question?
A. Give them time; Pause
Vary the length of pause depending on the difficulty of the question and the ability of the students.
Next step is to nominate who is going to answer the question posed. This is up to you. Bear in mind the reasons why we ask questions ensure you pounce randomly to keep the whole class awake and involved.  14

14. Nomination 15 Methods Individual nomination Syndicate/group nomination
Factors to consider
Size of class
Maturity and ability of class
Difficulty of question.
There are 2 methods of nominating:
a. Direct nomination by name of an individual trainee
b. Syndicate/group nomination (this requires some time allocated in order that the group comes to an answer that they all agree on).
There are no hard and fast rules on how this nomination should be carried out, it depends on your situation.   
Q. What factors need to be considered?
A. a. Size of class
b. Ability of class
c. Maturity of class
d. Difficulty of question
(reveal on PowerPoint) 15

15. Handling Student Answers
Correct answer
State that the answer is correct
Repeat the answer to the class
Consider giving appropriate praise.
CORRECT ANSWERS
Let the trainee no that their response is the correct one
Q. What could be the problem in a large classroom if the trainee is positioned at the front of the class and is relatively quiet?
Trainees at the rear may not have heard the response.
Q. What simple thing can we do as the instructor to alleviate this issue?
Repeat the answer in order to ensure all students have heard and understood.
(It may also give an opportunity to give a little more depth to the answer). 16

16. Handling Student Answers
Incorrect answer
State that the answer is incorrect
Rephrase the question
Allow the original student to respond.
INCORRECT ANSWERS
Let the trainee no that their response is incorrect
Q. What reasons can cause students to get answers wrong, or to say, “I don’t know”?
a. Not paying attention.
b. Did not hear question correctly.
c. Did not understand the question.
What could you do to get around these problems?
Repeat the question or much more effectively rephrased the question to same trainee.
Rephrasing gets around the not understanding the question problem that a simple restatement of the question would miss. 17

17. Handling Student Answers
If the answer is still Incorrect
Open up the question to another trainee or the class
If correct (State, Repeat and Praise) Check original student understands
If no one can give the correct answer, give it yourself and consider reviewing the KLP.
STILL INCORRECT ANSWERS
Open up the question to another trainee or the group. This will give you the feedback as to the nature of the problem.
Is it the individual trainee or does the issue rest with the way the KLP was understood (or not understood). 18

19. Dealing with Class Questions
If question relevant
Repeat back to class and answer
If covered later say so but do not skip ahead
If question irrelevant
Be encouraging but don’t waste time
If you do not know the answer
Admit it, find out answer, pass on knowledge later.
DEALING WITH QUESTIONS FROM THE CLASS
First decide relevant or irrelevant
Relevant:
Repeat question back to class so everyone understands the point before answering it.
If the point concerns something to be covered later in the lesson,
Irrelevant:
Deal with them constructively. Be encouraging but don’t waste time.
Don’t know the answer:
Admit you do not know, find out, and come back to student later 20

20. Types of Questions Teaching Questions:
These involve students in the development of new ideas, concepts and encourage natural problem solving abilities
These consist of:
Reasoning Questions
Analogies
Comparisons.
Teaching Questions:
These are designed to involve the students in the development of new ideas, concepts and tap into their natural problem solving abilities. They do not rely on prior knowledge of the subject and can be presented in one of the following format:
4-part reasoning questions
Analogy
Comparison
These types of question should be used in the Development phase of the lesson to build up the Key Learning Points. They can also be used during the Introduction to gain student interest or emphasise the need. 21

21. What does a pilot need to land a plane safely?
Reasoning Question
What does a pilot need to land a plane safely?
Ask lots of people for their answer – hopefully none will be the one you want
…..cockpit indication.
Q. What is the problem with this question?
A. Too many possible answers. 22

22. Q - What is the problem for the pilot when coming in to land?
Problem: Pilot sits forward in the aircraft, with a restricted view, the aircrafts wheels are hidden out of sight.
Q - What is the problem for the pilot when coming in to land?
That was an open question, but had too many possible answers.
One of the way that we can gain understanding and student participation is to tap into our natural problem solving abilities.
This is achieved by guiding the trainees towards the problem with a lead-in. This sets the scene and give direction.
A problem is then introduced.
This stimulates the natural problem solving abilities of individuals.
A – The pilot cannot be sure that the under-carriage is down and locked. 23

23. Solution: Cockpit Indication
With this in mind, the pilot high up and his landing gear out of his sight.
Q - What does the pilot need to land their aircraft safely?
A - Something to indicate the position of the undercarriage.
Solution: Cockpit Indication
Once a problem has been established it is only natural that a solution for the problem is sought.
This should establish the Key Learning Point.
This helps not only with learning but also with retention rates of information, helping resolve a learn and dump mentality. 24

25. Analogy
A story where comparisons of two or more similar objects is made, suggesting that if they are alike in certain respects, they will probably be like in other ways too.
Muscular Pump
Analogy
These are also classed as teaching questions as they are directed at developing new ideas and concepts.
Analogy question: To reason analogically, is to draw conclusions based on this similitude of relations, on the resemblance, or the connection which is perceived between the objects compared. This can be delivered in the form of a story.
Hydraulic Pump 26

26. Comparison
We have all seen maps in one form or another, if forested areas are coloured green and waterways are coloured blue what colour would you expect the contours that depict the lie of the land/earth to be?
Comparison Questioning
These are also classed as teaching questions as they are also directed at developing new ideas and concepts. 27

27. Types of Questions Teaching:
Used during introduction and development phases
To involve students in the development of new ideas and concepts.
As the whole point of these questions is that they aid the learning process they are used most effectively during the Introduction and Development phase of the lesson.
They should not be used in the Consolidation sequence as this would mean introducing new information and not confirming that understanding has occurred,. 28

28. Types of Questions Testing: Check level of student knowledge
Test during consolidation phase
To confirm previous knowledge or lessons during the introduction phase.
Testing Questions:
These are used to check the level and understanding of previous information the trainees have been taught or should have an understanding of. They can be used in any part of the lesson if they refer to information already covered in your lesson or previous lessons. In the main they are used in the Consolidation phase to confirm the objectives have been achieved.
These as thy indicated test acquired knowledge and information. They can affectively be used at any stage of the lesson provided that they are confirming data that has been delivered. This may be during this lesson or during previous lessons. 29

29. What are the three main component parts of a theory lesson?
Testing Questions
Why does the pilot need a cockpit indicator?
What are the three main component parts of a theory lesson?
Examples of teaching questions.
A. To inform the pilot of the position of his undercarriage; Locked up, Locked down, transiting between positions (Unlocked)
A. Introduction, Development and Consolidation 30

30. Other Types of Questions
Open questions
Closed questions
Yes/No = 50/50
Rhetorical
What do you think?
There is said to be no such thing as a bad question. However, some questions are more appropriately used than others.
Open Question – lots of answers - useful for lists
Closed Question – only one answer. Depends on prior knowledge (link to testing questions).
Yes / No (50 / 50) Question - If used the instructor should follow the student answer with ‘Why’ to elicit how the student arrived at the answer.
Rhetorical Question – a question for which an answer is not expected or required, it should be one that stimulates thought and reflection.
What do you think? – encourages opinion not a specific answer. In essence asking someone what they think or feel is always correct from their perspective. These questions are aimed more towards facilitative lessons and discussion based learning. 31

32. The Purposes of Questions
Summary
The Purposes of Questions
To produce reliable feedback
Arouse and maintain student interest
Promote effective learning.
Q. Why do we ask questions?
A a. Produce reliable feedback
b. Arouse and maintain student interest
c. Promote effective learning 33

33. Summary The qualities of good questions
The methods of asking questions
The method for handling student answers
How to deal with student questions
Types of questions used.
A full and compressive summary of each Key Learning Point is required to bring in a final recency event and refocus the trainees prior to the objectives and final test. 34

34. Objectives 35 By the end of this lesson you will be able to:
State the purpose and qualities of good questions
State the methods of asking questions
State the method for handling student answers
State how to deal with student questions
List the types of questions used.
Lesson objectives to be shown and stated for clarity
If unable to display they should be stated twice to give the emphasis that they require. 35

35. Test
Test of all the KLPs in the same order as the development and the summary
State the purpose and qualities of good questions
State the methods of asking questions
State the method for handling student answers
State how to deal with student questions
List the types of questions used. 36

36. Reference Link Syndicate Introductions Questioning Techniques 2
Link to the next input ( )
Reference: Course handouts if available and additional material.
As stated.
DIT/DTTT Handout 37

37. Any Final Questions ?
COMPLETE SEATING PLAN EXPLAIN THAT THEY ARE TO USE SAME SEAT EACH TIME THEY ARE IN RM65
FIRST LESSON 0835 SYNDICATE INTRODUCTIONS
ENSURE THAT YOU COLLECT ALL SDFs AND ATTACHMENT CARDS
ALLOCATE STUDENTS TO SYNDICATE AND INSTRUCTOR.