Session 2 - How to identify the ideal timing for asking a question?

This page has been created for the second session and is aimed at helping teachers understand the importance of timing of the questions. Along with this, we also present to you the first rubric item 

Session Videos

There are two videos in this session. The first video explains the concept of timing of the question and its importance with respect to engagement and learning.

The second video explains the rubric in detail with an example

Rubric item

Rubric on Timing of Question



Scope for  improvement

Not Acceptable

Timing of the question asked

The timing where the question is asked in the video is at a valid breakpoint as per students’ learning requirements and topic progression.

Some examples where questions are asked at the appropriate time are given below-

  • At the end of some important concept/ process/ explanation/ problem solving/ algorithm
  • In the beginning, while introducing a certain topic, concept, point etc.
  • While posing some provocative question to initiate discussion
  • While summarizing the responses for some homework/ assignment given
  • To establish continuity of two concepts within single video.

The timing of the question in the video is appropriate from a topic progression point of view, but it doesn’t take into consideration students’ learning requirements or VICE VERSA.

Some examples are 

  • Question is generated at the end of concept/important concept/ process/ explanation/ problem solving/ algorithm but question expects students to answer only factual information or just reproduce the information.
  • Question is challenging students' learning ability but appears either ahead of time or much later in the topic progression sequence.

The question timing is not aligned with the learning requirement at all. e.g. The question is asked at that time instance in the video such that it is not helping students in the learning process.

Some possible scenarios here could be

  • Question is asked before topic or concept is being discussed/ taught. So students may be clueless about answering the question.
  • Question is asked when the possible answer has been already discussed in the video. So, asking the question does not make any value addition to students.
  • Question is asked when the related topic was covered much before in the video or in some earlier videos. Thus, the question appears irrelevant with the content of the present video.

Learning by Doing Activity

If you have already created questions as part of SPoCathon,

  1. Go to the course where you have already created questions, and check the type of question - In-Video or Practice Question
  2. Use the rubric item given below to self-evaluate the question's timing.
  3. If the self-evaluation results in levels of either 'Scope for Improvement' or 'Not Acceptable' refine the timing of your question based on the two videos.