Questioning as a Teaching Technique | Origin: ED103
This is a general discussion forum for the following learning topic:
Student Learning and Assessment--> Questioning as a Teaching Technique
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Investigating and learning through questioning is a higher level of learning where the student actively wants to receive and process information.
Asking students how they learn best and making an effort to include the styles that fit the class is best practice.
Elements of listening, responding, and using questions in discussion. Different types of questions, redirecting questions, expanding questions.
I will use the socratic method to expand upon discussion of topics
The different ways to ask a question can give new life to the same questions.
asking students questions unconsciously engages them into the class discussion. asking questions in different ways open opportunity for different answers in way students wouldn't understand before
I've received affirmation of some of my questioning and response techniques and learned new ones.
I learned that as an instructor, I can increase student engagement and participation by using purposeful questioning techniques and by being intentional with how I manage classroom discussions. I learned that giving students adequate time to think after I ask a question is essential. By increasing wait time to at least three to five seconds (Wait Time 1), I can expect longer and more thoughtful responses, fewer failures to respond, and greater confidence among students. I also understand the importance of Wait Time 2, where I allow time for all students to reflect and respond to each other’s ideas. This encourages more collaborative and reflective discussions.
I realized that I do a relatively good job of encouraging students after incorrectly answering a question. I will be able to ask better questions after this course. Excited to check out "Poll Everywhere", and "Quizziz". I want to implement a question board, where students can anonymously post questions regarding that day's content.
ways to utilize different questioning techniques not only to keep the students engaged but also to get a feel of how much of the information is being retained
I ask lots of questions and get a lot of participation - it is a dialogue and trying an answer is absolutely a success even if wrong. Everything you answer wrong you are apt to remember! Winning all around.
I think asking other students to expand on answers is a great way to include more of the class in a discussion of ideas with peers as well as their professors. Its a little less intimidating. Using names is also more personal if not putting a student on the spot too much.
I realized that mixing up the types of questions you ask gives students more chances to show what they know in different ways.
This module highlighted the critical role that questioning plays in supporting student learning. I gained a deeper understanding of the different types of questions that can be used to guide thinking, check understanding, and promote deeper engagement with the material.
The module also emphasized the importance of knowing how to ask questions appropriately and how to respond in ways that further student learning. It reminded me that questions aren't just for assessment—they're tools for connection and discovery.
One key takeaway was the value of truly paying attention to students' questions. When we take their inquiries seriously and respond thoughtfully, we create a classroom culture that encourages curiosity, dialogue, and active participation.
An instructor can utilize questions or a line of questioning to spark more robust discussion.
There is so much that I can take from this particular lesson. For starters, there is value on the importance of questioning by both instructors and students. Teachers encourage dialogue and student openness by purposely creating a "safe space" where the thoughtful responses and questions of students AND their peers are welcome.
How information is presented also plays a vital role in how information is received. Good communication skills in both verbal and non-verbal ways could make or break the relationship of learning that an instructor has attempted to build/create.
As a side note: I was a little disappointed by the video on Investigative Questioning. While I appreciate the material, I found it very difficult to focus on the topic given the number of "Ummms" between thoughts. She used "umm" no less than 10 times in a presentation no longer than 2 minutes. I am surprised that this program would use a video like this. I imagine this young lady created this video as part of a class requirement in her teaching education journey.
From the strategies that are applicable the Harvard speaker mentioned the following: "anything you can do to bring students into the discussion that is what makes for an effective response". In other words if a student can actively engage in conversations with their peers they have an active discussion that brings about the learning process to flourish. He also stated the three main types of question characteristics and how to make them effective.
Open questions- They're broad wide-open. Good to start a discussion.
Closed questions- Has Bob cheddar job been filled? Use the close-ended questions to change the focus or direction of the discussion
Personal questions (hard to use because these questions intensify/cool subjects)
1. Tom what do you think is the best method? Diana why do you think Tom is right? these questions put the person the spot light and thereby intensify the heat.
2. To cool down a discussion use abstract thought as in, what are is the underlying theme of the story line?
Comment on Shawn Groveunder's post: What is your strategy to make them participate in the learning process? Do you take them to field trips, have a guest speaker, or are you the sage on the stage?
Making the student feel like they are contributing to the lessen makes them want to contribute more.
