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.
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?"
Comment on Richard Ullery's post: In my teaching experience lost of closed questioning is used form this course. I will rephrase question, this will be less intemidation and should increase participation
Open questions is what I use the most. I usually use it in a student group setting, but have used it after I asked a closed question to an individual student, and then the open.
I believe that for most instructors, developing open questions is an intimidating task, especially for those of us who are involved in trades where the requisite knowledge is highly intense and goes deep into theory. For a while I had constricted myself to closed questions as a barometer for success but, in reality open questions are a much better metric. If our job as instructors is not to provide information but provide the pathway to information, then open questions are ultimately what we are looking for our students to answer. If they can come across answers by themselves (i.e: Why are receptacles required in bathroom's and kitchen's required to be protected by GFCI protected) you will find that all precedent lessons were not in vain.
Rephrasing procedural questions to increase student engagement is so useful! I'm going to try asking "Where do you think most students get stuck on this?" when I'm explaining assignments. I had also forgotten the incredible increase in student success when more open questions are asked.
After taking the first module of this course I realize I ask a lot of procedural questions throughout a class period. I want to dive deeper into more open ended questions and better my understanding of extrapolation questions in this course.
This has made me more aware of the use of open questions. I will implement this into the classroom by preparing different styles of open question prior to live classes.
Open questions are good because they make the student think about the topic and respond in their own words, which shows understanding and comprehension.
This module gave a clear insight into how important it is to understand the types of questions you ask, how they impact your students, how the way you word the question can have an impact, and how a student's learning can be impacted. I paid some attention to this before, but I will ensure that I have a variety of questions structured differently and will ensure I'm more inclusive in how I ask questions in a group setting.
