Types of Questions to Ask in the Classroom | Origin: ED114
This is a general discussion forum for the following learning topic:
Types of Questions to Ask in the Classroom --> Questioning in the Classroom
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
questions help students think or observe what has been learned and helps instructor identify information received.
I did not understand the difference between types of questions and I am going to strive to add more open and interpretation questions to my lessons.
students learning style is going to play a big role in what type of questions to ask and when to determine everyone understands
Module 1 is a nice breakdown of types of questions to ask in class.
I will try to not ask as many closed procedural questions to better stimulate my students to ask more questions.
I was surprised to learn the percent breakdown of types of questions asked in the classroom and that procedural questions are asked as frequently as open questions.
Discussion Post: Reflection and Application
This module has made me more aware of the types of questions I ask during class and how they impact student engagement and learning. I realized that I tend to rely heavily on closed and procedural questions—those that often lead to short, definitive answers. While these types of questions have their place, especially for checking understanding or guiding students through steps, they don’t always encourage deeper thinking or discussion.
One key takeaway for me is the value of open-ended questions and the importance of increasing wait time after asking them. Open questions invite students to explore ideas, justify their thinking, and engage more meaningfully with the content. I also appreciate the strategy of using closed questions as a stepping stone to open ones—for example, starting with a factual question to build confidence, then following up with a more exploratory prompt.
Moving forward, I plan to be more intentional in my questioning. I’ll prepare a mix of question types in advance and consciously allow more time for students to think and respond. I believe this shift will foster a more dynamic and inclusive classroom environment.
Wait time extension - I will try it as well as increase my number of open questions.
I like open questions more than closed because it makes you think more than just using your memory.
All good things to consider as I am just starting out. One thing I thought of when reading a previous comment was that there are different types of thinkers, as well as different types of learners. Some people are "analytical" thinkers, meaning they consider and analyze everything before making a decision. To those people who just make snap decisions, analytical thinkers can seem incapable or unwilling to make a decision, which is far from the truth. The decisions they come up with are usually very sound and well thought out.
Identifying analytical thinkers will be another thing I will be trying to do, and give them time to answer questions.
Comment on ANTONIO ALEMAN ARTILES's post: I am no expert, new to instructing, but one thing I learned in this module is to use open ended questions as follow ups to closed questions. They took the bait answering the closed question, then set the hook with a follow up, like why or how. No idea if that would work in the environment you are talking about though.
Comment on Roberta Pennington's post: While I understand what you mean, I think categorizing students who don't respond right away as slow learners can have a negative effect. I learned in personality testing that some people are naturally analytical thinkers, and they naturally take more time to consider everything before making a response. They can be frustrating to those who normally making snap decisions, but they have a process, and it should be valued. I never thought about applying that in an instructor position until I saw your comment, just something more for me to be aware of in the classroom.
It's funny because I have never thought so deeply about the art of asking questions. Is this topic more suitable for closed questions, or open ended ones? Great module.
I was shocked to reflect on questions I ask in my classroom to find I often use close ended questions to attempt to facilitate a discussion. I'm looking forward to expanding my questioning and using a greater percentage of open ended/comprehensive questions next semester.
Developing open ended questions give students opportunities to apply their knowledge and understanding to given situations. This allows students to gain more understanding and experience to use to further their learning.
It is important to direct and formulate questions to students based on the overall objective of what you will be presenting.
I am still learning and need more time to try to ask open question more than the closed question i did use to ask previously. thanks.
In the Types of Questions to Ask in the Classroom module, I learned the importance of diversifying question types to enhance student engagement and promote higher-order thinking. Closed questions can be valuable for checking factual recall, but open-ended questions, particularly those that encourage interpretation, analysis, and application, are essential for fostering critical thinking and deeper understanding. This module highlighted how different question types serve unique purposes, from procedural questions that ensure students follow along to interpretive and comparative questions that encourage students to draw connections and think critically.
In applying this knowledge, I intend to be more intentional in my questioning techniques by balancing closed and open questions. I’ll use closed questions strategically to confirm understanding of foundational concepts and build confidence. For more complex topics, I plan to integrate open-ended and interpretive questions that require students to think critically, justify their answers, and apply knowledge to real-world scenarios. This approach will not only make classroom discussions richer but also encourage students to engage actively with the material.
Additionally, I look forward to learning from peers about the types of questions that resonate most in their classrooms and their strategies for maintaining a dynamic questioning approach that adjusts to students’ needs and learning levels. Through this exchange, I aim to refine my questioning techniques further, ensuring a classroom environment that promotes both engagement and mastery of content.
Wording is very important, but sometimes a difficult habit to break. I like the advice on how to rephrase if anyone has a question such as, "I'd like to answer your questions." I have TAs handle the mock interviews and they will often ask those watching he interviewee if they have any feedback. I'm trying to get them to rephrase it to, "Tell him what he did well" or "What feedback do you have?"
