Diagnostic communication is used to identify existing knowledge,skills and misconceptions before or during instruction. When a teacher asks basic questions at the beginning of a lesson,the goal is to find out what students already know. This information helps in planning the depth and pace of teaching. Hence,the function here is diagnostic.
Option A:
Regulative communication sets rules or controls behaviour,such as telling students about discipline norms,which is not the focus of the stem.
Option B:
Diagnostic questioning reveals gaps in understanding so that teaching can be adjusted,making option B the best fit.
Option C:
Entertainment might make lessons enjoyable but does not primarily aim at assessing prior knowledge.
Option D:
Ceremonial communication relates to rituals such as welcome speeches or formal introductions,which differ from probing understanding.
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