Art of Questioning

Using good questioning techniques in the classroom can help promote positive student learning as it allows the students to direct their own learning. Learning something through discovery is a more effective method of learning that will lead to improved memory and greater student involvement. Consider how to include questions in each lesson you teach.

Questions in Science Class
Science is a subject that tends to lend itself to questioning. Here is an idea for incorporating more questioning in the classroom:
Start each lesson with a question written on the board. This provides the students a purpose for learning. Spend time allowing the students to discuss the question, and wonder about the answer. Direct the students to ask more questions that will lead to the answer of the main question. Have the students decide how they can go about answering the question. With proper guidance, you will have the students believing that they created the lesson themselves.

Questions in Math Class
When teaching math, make an effort to question students answers whether they are correct or incorrect. Consider having the students start a math journal, where they are allowed to write down the questions they come up with, and make time each week to discuss student questions. This will allow students to feel like they are a part of the learning process by directing your teaching towards their interests. In addition, always respond positively to student questions during your lessons. Telling them that their question is excellent and responding to it respectfully will encourage more students to ask questions.

I. Student doesn’t know how to begin.

• What kind of answer do you expect?
• What is the question asking?
• What are we trying to find?
• Is there anything here that looks familiar?
• Can you draw a picture?
• Can you reword the question?
• What do you think you know to get started?
• What part of the text, what book is the problem coming from?
• Can you break the problem down into smaller sections?
• Fish for subject taglines, “is there a rule or principle about this?” that is applicable to the problem
• Where do you think we should begin?
• What tools do you have that might be useful here?
• What do the instructions say?
• Have you seen similar problems (in text, in notes)
• What information do you have? What DO you know? What are you looking for?
• If the problem is simpler, can you solve it?
• Can you draw a visual representation? A picture?

II. Student has a misconception that you see in his work (student is unaware)

• What are your units? Did you check your units?
• What does this answer mean to you?
• Verbalize back what they have written.
• Does this answer seem reasonable to you?
• Could you talk me through how you've solved this?
• Can you check your answer?
• How could you tell your answer is right?
• “Let’s assume this is true and go forward from here,” following the implications, find a contradiction.
• Provide student with a worked through, simpler problem. Reinforce steps, compare these steps with his.
• Explain to me how you know this is true
• Use a model or manipulative if the situation allows.
• Is this answer making sense? Is it about what you would expect?
• Can you predict the answer?

III. In a group, solving a problem type that is new.

• Is there anything from past problems we can apply to this?
• Where are you going to start?
• Can we all brainstorm about how to start?
• Do we have a "toolkit" about this (what are your resources; notes, text, etc.)
• Can you come to a consensus about where to start.
• Elicit something from each member of the group; some of the members may be shy.
• Has there been anything in lecture or in a text that is similar?
• What is new about this problem? What is not new?
• Has anyone read the chapter? What do you know? What is the problem asking for?
• Do you have a formula? Have you heard of this concept?
• Do you recognize anything from a previous section that you have been studying?
• What did you learn in your last section?
• Let’s devise a problem that is similar but simpler and working through it.
• Make sure everybody in the group responds to each of the questions
• Do you know any piece of the problem? What do you know about them?
• Have everybody write on the board or on a paper—board is best
• If there is a way to generate personal student interest in the problem that is good
• Can we draw a diagram or picture or represent it visually? Mind maps can also be good vehicles for organizing information to help solve a problems

IV. Student completes a problem, answer is wrong, doesn’t know how to proceed.

• Should we start over fresh or can we look for a mistake?
• Look for where the error was, and if it was a simple one, just state "Check your arithmetic"
• Did you check your units?
• Let's go over it together.
• Suggest going over the problem in another color, on top of the original, until the mistake is found, then circle it.
• What was the question asking?
• What steps did you take to get the answer?
• Let’s compare your steps on paper to what you describe.
• How can you find these mistakes in the future?
• Did you write every step down?