Questions, questions, questions

My group members comprised of Jane, Mrs A and Melinda. I was caught off-guard when Alex asked us to come out with 10 questions that we would like to ask... ask about what? I was really scratching my head. Found out that it's asking questions about the workshop.

Luckily with the help of the rest of the group members, we came out with 10 questions as follows: (Note: we were then requested to ask to generate further questions from the original questions. Not too sure whether this is what Alex wanted.)

1. What do I want to learn from this?
- What must I learn from it?
- What do I need to learn from it?
- How can I learn it?

2. How can this be applicable to my daily life?
- Why is this applicable to my daily life?
- What will make this applicable to my daily life?

3. What kind of skills are oging to be developed from this?
- Where can you hone the skills learnt?
- How are you going to further develop the skills learnt?
- How many types of skills are going to be taught?
- Who can determine the important skills for this workshop?

4. How can this elearning programme benefit the special needs children?
- What are the benefits of this e-learning programme?
- Why do you think it's beneficial?
- Who will benefit from this elearning programme?
- Will there be any disadvantanges using elearning during counselling?

5. Is the assessment of the special needs children universal or do we tailor to individual needs?
- What assessment are you refering to?
- Why concentrate only on special needs children?
- Who determines the assessment?
- What do you mean by universal needs?
- How do we select the right assessment method?

6. After completing this workshop, will we be further guided?
- What do you mean by further guided?
- Will there be any supervision?
- Who will be conducting the supervision?
- Where can we get assistance if we face a roadblock after the workshop?
- What are the follow-ups carried out by the facilitator?

7. If we wrongly assessed the 'subject' or 'situation' what are the alternative or rescue plan available?
- What assessment are you refering to? is it beginning, middle or end?
- Who decides what is wrong or right?
- What is the criteria used to determine whether the assessment was done correctly or
wrongly?
- Who would you expect the help to come from?
- How do I use therapeutic failures to facilitate change in the helping relationship?

8. What length of time is needed to master the sufficient skill?
- What are considered sufficient skills?
- Who determines it?
- How to master the skills within the timeframe given?

9. Will it be too hard to absorb?
- Why do you say it is too hard?
- How do you know whether it is hard without trying it out first?
- What makes you think it will be hard?
- What's your criteria to determine easy or hard?

10. What is the dateline to submit the assignment or timeframe for each assignment?
- Why do you need a dateline for submission?
- How do we know when to hand up our assignment?
- Where can we get our assignment questions?
- Who will give us the assignment?

Note: based on the 2 groups' questions, I believe the other group's questions probed deeper and had more substance than ours. At times, I found it difficult to ask further questions from the original question as the original question was too superficial. The other thing was that some of our questions were closed ended questions - hence making it difficult to generate other questions from it.