Most think about issues pertaining to questioning as moving
teachers up the ladder of Bloom’s from recall to higher levels of
thinking. This is certainly critical;
however, observation of questioning patterns in the classroom also gives us
significant evidence of the culture with respect to expectations for all
students, whether they are intentional or unintentional. Let me give a couple examples: (1) If I ask a
student a question and the student gives me a response I deem incorrect, I move
on to another student without probing further. (2) If I ask a student a
question and the student gives me a response I deem incorrect, I ask, “Can
someone help him/her out?” Again, I have not probed or attempted to understand
the thinking behind the original response. (3) If I ask a student a question
and the student says, “I don’t know,” and I accept the response without probing
further. In all three examples I have
not held the student accountable for thinking; nor have I probed or followed-up
with questioning that might assist the student’s ability to problem solve with
dignity. (Think about what “help”
implies.)
Our goal is to build an environment of high expectations for
inquiry and problem solving for all students!
Below are my tips for questioning. They have been revised multiple times. I thank my colleagues who have influenced
them!
- Don't answer your own questions!
- Do not allow call-outs, which means several students answer in a choral response manner.
- Remember to utilize “wait time.” Allow at least three (3) seconds of thinking time after question, as well as after a response.
- When the teacher calls on a student, all other students put their hands down. This promotes active listening and opens the door for extension of the “thinking on the floor.” Students either know they understand or they have an opportunity for possible questioning and clarification (reciprocal teaching.)
- Call on students randomly. Avoid the pattern of only calling on those students with raised hands.
- Mix it up!
- Ask more open questions. In other words, there is not a single correct answer for the question. Design questions that have multiple appropriate and alternative responses or solutions.
- Whenever a “What’ question starts to come out of your mouth, try to replace it with “How” or “Why!”
- Ask “follow-up” questions: Prove it. Tell me more. Why? Can you give an example? Do you agree? Why? Why not? Can you elaborate? Require students to justify their thinking and defend their reasoning against different points of view.
- Survey the class using signals or cues. Thumbs up indicates a YES response or agreement to any question. Thumbs down indicates NO or disagreement. (Another example: “If you agree with the author’s point of view, give me a thumbs up.” “If not, thumbs down.”) *Used best in short term settings
- Students use color-coded cards, sticks, or white board paddles to cue the teacher. *Long term use.
- Allow for students to call on one another. “John, will you please call on someone else to respond?” “John, would you like to phone a friend?” “ John, would you like a life line?”
- Ask for summary to promote active listening. “Could you please summarize Mary’s response or answer?” This can be whole group or a “turn to your neighbor.” It is also critical for follow-up after “phoning a friend” or requesting a “life line.”
- Model your thinking and ask students to model their thinking. For example: “Describe how you arrived at your answer.” OR “How did you know that?” (Think Aloud)
- Encourage student questioning. Let the students develop their own questions. Students can design questions alone, in pairs or small groups.
- Utilize think-pair-share opportunities. Allow individual thinking time, discussion with a partner; then open up the question for the class discussion
- Rephrase the question or pose the question in a different manner. “Does someone need me to say that in a different way?”
- Withhold judgment. Respond to student answers in a non-judgmental fashion.
