powerpoint presentation on probing skills

Questioning for Student Engagement

PLC Meetings

Leah Stinnett

How Can Quality Questioning Transform Classrooms?

Questioning to Advance Thinking, Learning, and Achievement

Student and Teacher Roles and Responsibilities Change

• Less whole-class, teacher-directed instruction (e.g., lecturing)
• Less student passivity (e.g., sitting, listening, receiving, absorbing information)
• Less presentational, one-way transmission of information from teacher to student
• Less prizing and rewarding of silence in the classroom
• Less classroom time devoted to fill-in-the-blank worksheets, dittos, workbooks, and other “seatwork”
• Less student time spent reading textbook and basal readers
• Less attempt by teacher to thinly “cover” large amounts of material in every subject area.
• Less rote memorization of facts and details.

Norms Shape the Learning Experience

• We all need time to reflect on past experiences if we are to gain new understandings.
• We all need time to think before speaking.
• We all need time to think out loud and complete our thoughts.
• We learn best when we formulate and answer our own questions.
• We learn from one another when we listen with attention and respect.
• When we share talk time, we demonstrate respect, and we learn from one another.

The Fuel for Learning

• Questioning
• Understanding

This Classroom Is

A Safe Place to be wrong!

A Safe Place to Wonder!

We don’t have to agree, but we do have to be respectful of one another.

Shared Beliefs

• Good questions help students learn
• All students can respond to all questions
• All students answers deserve respect
• Think time is important
• Students will ask questions when confused or curious
• All students can think and reason – beyond rote memory
• Divergent thinking is important
• Not all questions have one right answer

What a Quality Questioning Classroom Looks Like

• Ask clear, focused, and purposeful questions
• Ask questions at all cognitive levels
• Allow Wait Time 1 after asking
• Allow Wait Time 2 after student answer
• Give each student an equal chance to answer
• Invite and allow time for student questions
• Use a variety of response formats
• Pay attention to all questions and answers
• Use wait times to think about answers.
• Be ready to answer all questions out loud
• Answers questions at the appropriate cognitive level
• Give wait time to others
• Ask questions when confused
• Ask questions when curious
• Make meaning out of facts

Teacher Behaviors

Student Behaviors

Student Outcomes

• Develop understanding based on facts.
• Use knowledge to solve problems and make decisions
• Develop new products and ideas
• Make inferences and draw conclusions
• Hypothesize and speculate
• Know how to use effective questioning skills
• Thoughtfully answer teacher and peer questions
• Ask many high-quality questions

What are the Characteristics of Quality Questioning?

Formulating Questions that Trigger Thinking

Structure Learning with �Essential Questions

Bloom’s Taxonomy

Teachers have reported this to be a powerful tool for helping students understand what teacher questions and standardized test questions were asking of them, and how to formulate their own questions.

Our experience confirms Francis Hunkins’ contention that “as we involve students with question types, we focus on educating students’ minds rather than their memories.”

Costa’s Levels of Questioning

Three Goals for Education

• Retention of Knowledge
• Understanding of Knowledge
• Active Use of Knowledge

Combine to form Generative Knowledge

Quality Questions Are Clear and Concise

• We need to consider our questions from the students’ perspective.
• Do students know what the question means?
• Can they translate into their own language?
• Will students have a common understanding of the kind of response the question is seeking?
• Is the question grammatically correct?
• Does it address one and only one issue for response?
• Is the question stem complete?

Quality Questions Are Seldom Asked by Chance

• A few pivotal questions, carefully crafted, can move a class into the heart of the lesson – and move student thinking to higher levels.
• Both teacher and students can pose emerging questions to clarify or extend.
• When we consider all the good work that quality questioning can do, we begin to see them as the “muscles” of the classroom.

Writing Higher Level Questions

Who Will Answer?

Engaging All Students in Answering Questions

Typical Silent Student

• Teachers do not require the student to be engaged
• The student feels no intrinsic pressure to be engaged
• Afraid to take risks in front of peers and teachers
• The goal is to “get through” school

Why? What Can We Do To Change?

• What do we really believe about the relationship between classroom questioning and learning?
• What is the quality of the questions we ask?
• How do we define our role as teacher, in the classroom learning transaction?
• How do we encourage our students to define their roles and responsibilities?
• What kinds of structures do we use to get all students involved in answering and questioning strategies?

Beliefs and Attitudes Set the Stage

• Good questions help students learn.
• All students can respond to all questions.
• All students answers deserve respect.

These three belief statements are intertwined. Teacher belief are at the root of teacher behaviors.

Quality Questions Merit Student Thought

Criteria for judging the potential of a question to engage students:

• Centrality – Does the question focus on content that is central to the subject matter or curriculum?
• Accessibility – Does the question enable students to make connections by, for example, relating new ideas to prior knowledge, finding personal examples, or looking for patterns?
• Richness – Is the question robust enough to encourage a wide variety of connections and extrapolations?

How Do Students Make Connections?

Prompting to Promote Thinking

All Students Can Respond to All Questions

Three things promote this end:

• Prepare and pose quality questions
• Select response formats that engage all students
• Provide appropriate prompts

Value Contributions of All Students

• Respect for others’ ways of thinking is desirable
• Patience-with oneself and with others-can and should be cultivated
• The process of answering (and thinking) is as important as the answer itself
• Thinking takes time
• It’s okay to ask for help
• Incorrect answers will be treated with respect; there are o “stupid answers” in this class
• Every student can think and can answer every question
• It’s my responsibility to come up with correct and complete answers; I am accountable; no one is letting me “off the hook.”

Process of Answering

Answers to classroom questions are often viewed as products, but answering is (at least) a five process step:

• Listen to the question
• Understand what is being asked for
• Answer to self
• Answer out loud, and, sometimes
• Rethink and revise the answer

Wait Time: The “Miracle” Pause

• Wait Time 1 – after asking a question, before designating a student to answer.
• Wait Time 2 – after a student responds before the teacher reacts or comments.

Benefits of Wait Time for Teachers

• Teacher responses are more thoughtful
• Teachers ask fewer questions – and questions at higher cognitive levels
• Teachers expect more from previously nonparticipating students

What Is the Purpose of Teacher Feedback?

Bringing Closure or Extending Student Thinking and Talking

• Cue – use symbols, words, or phrases to help student recall
• Clue – use overt reminders
• Probe – question the reasoning behind an incorrect response
• Rephrase – pose the same question to a different student
• Hold accountable later – check back later for corrected response

How Do Students Become More Effective Thinkers and Learners?

Teaching Students to Generate Questions

Relationship Between Teacher Reaction and Student Thinking & Learning

• Prompts and probes as needed
• Provides positive or corrective feedback
• Asks follow-up questions
• Redirects questions to another student
• Makes a personal observation, asks a question out of perplexity
• Summarizes student comments
• Students are left with complete and correct understanding
• Students make connections that will enable them to store and retain new knowledge
• Students extends or expands thoughts
• Students elaborate on a first response
• Students raise their own questions or offer different perspectives

Impact on Student Thinking and Learning

Effective Praise

• Contingency on a performance of a known, desired behavior
• Specificity – to serve as reinforcement, praise must be specific
• Credibility – must be based on evidence and be valid
• Sincerity – words match your nonverbal cues

Beyond Feedback: �Inviting Students to Elaborate

• How did you decide that?
• How did you arrive at that?
• Elaborate for others in the class so they can share your thinking.
• What made you think of that?
• Tell us the procedure you used.
• Can you justify that?

How Can a Focus on Effective Questioning Transform Schools?

Enriching Your School’s Professional Learning Community

Primary Source - Quality Questioning: Research-Based Practice to Engage Every Learner�

Jackie Acree Walsh

Beth Dankert Sattes

1.858.217.5144

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An Effective Probing Strategy for Your Sales Presentation

audience engagement

presentation strategy

presentation tips

probing presentation questions

Rick Enrico

SlideGenius

Jun 25, 2015

Lack of probing questions can be one reason why sales proposals are often rejected by clients.

Many presenters forget that throwing open-ended questions such as “How are you doing?” or “What are you up to?” successfully convinces your clients to share the information you need to meet their needs. [sg-blog-modules module=three] First, build rapport and connect with them to get their attention and establish trust.

Briefly introduce yourself to highlight your presentation’s importance. This compels clients to answer your questions without question.

Why Probing is Important

In sales presentations, your main goal is to persuade your clients to take action.

Study your clients’ objectives and how they should be met. Know their needs and wants to craft an attention-grabbing pitch. Doing so makes them realize that you’ve made thorough research about their company, showing them that you’re just as interested in them as you want them to be interested in your proposal.

More than presenting your products and services’ features, advantages and benefits, make your clients feel that you care about them by meeting their expectations . Satisfying their needs makes them see that you value them above anyone else. This gives them reasons to listen and share their side of the story once you ask them probing questions.

When to Probe

A good sales pitch and ample presentation skills can make an effective sales proposal, but probing is an equally important technique. Your clients look for products and services that satisfy their company’s needs.

Probing is important when relating their needs with what you’re offering. Knowing their concerns prepares you to connect them with your products and services’ benefits, making them think that your idea can achieve their desired outcome.

Start by asking open-ended questions such as, “What are your plans for reaching your objectives for this area?” and “What strategies are you going to implement to make this happen?” to delve into more details.

When you notice that your clients have objections , ask whether they understand what you’re trying to emphasize. This can help clarify some concerns before they make their decision.

How Probing Becomes Effective

Probing encourages your clients to talk more, convincing them to share their thoughts and give you more information that can help you motivate them.

The “who, what, when, where, why and how” questions tell you more about your client’s concerns, letting you better understand their needs by asking:

• “Who will…”
• “What, specifically…”
• “When will…”
• “Where, exactly…”
• “Why does…”
• “How does…”

Know whether you’re asking appropriate questions or not. Be careful not to overdo it by asking more questions than necessary. Going overboard results in data that might not be relevant at all to your proposal, wasting both your time and theirs.

Prepare possible questions to quickly address any issues they might have, preventing them from delaying their decisions.

Applying this sales presentation technique makes clients more likely to approve your proposal. Once they realize how much you’re interested, how much you care about meeting their concerns, and how much you’re helping them achieve their expectations, you’ll convince them that your offering best suits their organization needs.

Knowing what and how to ask makes your sales presentation effective. This is because clients will see that you understand how probing helps satisfy their needs, showing that you’re serious and dedicated about what you do.

Clients are more confident to hire somebody who goes out of their way to give them a satisfying experience. Be the person that your client would never hesitate to go to for solutions to their needs.

SlideGenius can help you make your sales presentation more effective!

  [sg-blog-modules module=two]

“ 21 Powerful, Open-Ended Sales Questions .” RAIN Group . Accessed June 25, 2015. “ Crafting Content: How to Conduct Presentation Research .” SlideGenius, Inc . November 17, 2015. Accessed 25, 2015. “ Probing .” Changing Minds . Accessed June 25, 2015. “ Presentation Tips: 5 Easy Ways to Establish Your Credibility .” SlideGenius, Inc . 2014. Accessed June 25, 2015.

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Skill Of Probing Questions In Micro-Teaching

Imagine how different the process of learning would be without the back and forth of questions and answers. Very often,…

Imagine how different the process of learning would be without the back and forth of questions and answers. Very often, students may hesitate to shoot their hands up to answer questions and explore the knowledge they already have. By failing to ask questions , you underutilize the chance for students to analyze their learnings and take the initiative to answer. This is why you need to be well-versed with the skill of questioning in teaching !

Skill Of Questioning In Microteaching: Explained

When to ask probing questions in micro teaching, components of questioning skill in micro teaching, drive growth with the skill of probing questions.

In their book Making Thinking Visible , Ritchhart, Church, and Morrison mention that “We learn from those around us and our engagement with them”. The skill of questioning is advantageous in micro teaching for checking the understanding of the pupils and keeping them engaged. Questioning is a crucial step for the students to receive and process information. 

Among the various types of questioning, the skill of probing questions is vital to encourage pupils to dive deep into their knowledge and elaborate their answers. This pushes them to review and improve their understanding. 

Possessing the skill of probing means asking questions that are designed to uncover more information from pupils, requiring them to go beyond their first response and enhancing their capacity to think simultaneously on multiple aspects. 

The skill of probing questions should be coupled with the right timing to maximize the effectiveness of learning. You must make use of your probing skills when seeking:

• Clarity on a previous statement
• Expansion on an idea
• Context around an answer

In micro teaching, the skill of questioning is valuable when:

• You need to direct the pupil’s attention back to the learning process
• A pupil is unable to complete their answer; to help them articulate their thoughts 
• You want to lead the discussion to a certain topic by asking a set of probing questions
• You want to encourage students to expand their thinking abilities by posing ‘how’ and ‘why’ questions

There are five components of questioning skill in micro-teaching . Being equipped with probing skills helps you to achieve maximum learning growth with your students while keeping them engaged. 

The first component in the skill of probing questions is prompting . Here, you give clues or hints and ask leading questions to the student. This technique allows you to draw out the answer from the student even though they may initially seem hesitant or are unable to answer.

Use prompting questions when the student gives responses that are: 

• “I don’t know” / “I can’t seem to recall” / “I am not sure.” 
• Very weak or wrong answers

While using this technique, you accomplish two things if you keep them in mind. Firstly, you don’t discourage the pupil for wrong or no response. Secondly, you help them reach the correct answer by means of a systematic and step-by-step questioning process.

For example:

Teacher: What are the various requirements for the process of photosynthesis? Raj?

Raj: (no response)

Teacher: Alright, what gives the green color to plants?

Raj: Chlorophyll

Teacher: Very good, that’s one, what are the other requirements?

Raj: Water 

Teacher: Yes, any more components, Raj? 

Raj: Sunlight

Redirecting

Redirecting probing skills are used when there is no or incorrect response from the student even after prompting. Redirecting is a type of questioning skill where you involve other students by directing the question to them. It is an effective way to increase the thinking capability of the students while involving more students in the learning process.

Teacher: Suman?

Suman: Sunlight

Refocussing

Unlike other techniques of probing skills which are used in case of wrong repose, refocusing is used in cases of the correct response. When you refocus, you can relate the given answer to other topics that are already covered in class. This enables students to think and connect multiple topics together. By refocusing the answer, you are using probing questioning skills to relate students’ answers to related topics studied by them.

Teacher: What do you understand about vertical distribution of power in a democracy?

Student: (answers correctly)

Seeking Further Information

Probing question skills like seeking further information are used to help the pupil to clarify, elaborate, or explain their response. It is used in cases of incomplete or partially correct answers. In this skill of probing, you seek more information in the form of the rationale of the answer, elaboration, or asking related subsequent questions. This technique helps in removing assumptions or doubts about the student’s answers.

• Can you state it in other words?
• Are there any other possible answers?
• What do you mean by the term ‘XYZ’ in your answer, please elaborate?

Critical Awareness

Amongst many probing questioning skills in teaching, this technique mainly involves asking the ‘how’ and ‘why’ of correct or expected responses. It helps in seeking the level of critical awareness of the student by asking them to justify it.

• Why do you think so?
• How did you come to this conclusion?
• How would someone from the opposite point of view react to this?

These were the key points about probing questions in micro teaching. Read on to know how you can gain these skills and utilize them.

By acquiring the skill of asking probing questions in micro-teaching , you empower yourself to help pupils expand and improve their thinking capabilities. The different pathways and especially Harappa’s Inspiring Faculty Program equip you with critical skills that a teacher needs in a micro-teaching system. Learn the art of introducing topics, demonstrating concepts, explaining effectively and probing constructively. 

  The program is designed to help you understand how to engage with your students and communicate with them effectively. You will learn all about probing the best question in micro teaching, among other strategies. Become the best teacher or instructor you can be with Harappa. Sign up now!

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Communication skills for personal trainers (8): Probing skills introduction

Probing skills: introduction.

Probing skills usually express your perspective. When you probe, you are responding from your frame of reference, and is usually done when seeking information or wanting to influence the direction of a session.

Probes state your perception of what is important to deal with. When using probes, the control over the content of the conversation is shifted away from the client to you. You become relatively more directive than when you are reflecting, paraphrasing or summarising, which is fine as long as you use probes sensitively and thoughtfully. However, if you use probing too much, it may lead to client passivity and appear like an interrogation rather than a conversation.

Without probing skills, however, sessions can become vague and lack direction. Probing skills can:

• Help clients to focus and to be specific
• Assist information-gathering
• Open up an area of concern or issue with the client

Overuse of probing can:

• Increase your control – you follow your own agenda. This can lead to the client being passive and expecting you to provide a solution or answer
• ‘Skew’ the exploration – the session may become a question-and-answer session in which little shared understanding is developed. You may become preoccupied with what to ask rather than attending and listening to the client.

There are various probing skills:

• Open questions
• Hypothetical questions
• Unhelpful questions
• Making statements