Developing questioning skills

Developing questioning skills essay assignment

Why is it important to develop the skill of questioning? How does developing this skill apply to your reading of empirical articles, research conclusions, and your own DPI Project?

Good questioning skills are part of the artistry of teaching. Well-crafted questions can assist students in digging deeper for more thoughtful responses. They can allow students to reflect on their own thought processes and to develop the ability to clearly articulate their thinking. Skillful questioning leads students to make their own discoveries, create their own learning.

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If you don’t do this already, spend some time anticipating the kinds of questions you want to raise during a discussion and the kinds of questions students are likely to raise. Think through how you want to respond to these questions and have several illustrative examples ready to explain and enhance more difficult material. You might also think about ways in which to get your students talking to each other.

We have spent years programming them to filter all their responses through the teacher. We stand at the head of the room like a target. We jump in to respond to each student with evaluative comments. Our voice dominates.

Try sitting with your students. Consciously refrain from responding to everything. Tell your students that you want them to handle the discussion and that you will act as a facilitator. They may need preparation to take this step and that can come in the form of questions that you give them to use as a guiding structure for their discussion. Later you can ask them to create the structure.

Give students «thinking time» or «wait time» after asking a question. If there are no responses to your questions, don’t answer your own question. As another, simpler question or give an example.
Move from simple questions to those that require thought. Avoid questions that need only a yes/no answer. Don’t insult students by asking questions that are too simple and don’t frustrate them by asking questions that are too difficult. I think frustrating questions are okay, but allow them to collaborate with a partner, or put them in small groups of three or four to wrestle with the question for a few minutes
Ask only one question at a time, not a string of several at the same time.
Make sure that everyone can hear a student question. Repeat the question if necessary. (Better yet, ask another student to repeat the question. ) If you don’t understand the student’s question, ask for clarification, «Give me an example» or «Do you mean…»(Again, seek the clarification from another student.) Sometimes turn a student question back to the class. If no one can answer it, you know it’s something difficult for all. (Not necessarily. Turn the question over to pairs or small groups for a couple of minutes and then open it back up to responses. If you’re still getting blank stares, ask where the confusion is.)

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