Questions Used ToQuestions Used To• evaluate & diagnose

• discover students interests

• motivate students’ learning

• give practice in expression

• emphasize important point

• provide review—drill or practice

• show agreement & disagreement

• develop students’ ability to think

• uncover students’ mental process

• find out something one did not know

• obtain the attention of wandering minds

• find out whether students knows something

• show relationships, such as cause & effect

• help students organize & interpret materials

Based on information found in: Victor, E. & Kellough, R.D. Science for the Elementary & Middle School, pgs. 68-70. Prentice Hall: Columbus, Ohio

Types of QuestionsTypes of Questions

Based on information found in: Victor, E. & Kellough, R.D. Science for the Elementary & Middle School, pgs. 70-71. Prentice Hall: Columbus, Ohio

Convergent-Thinking• low-order, recall, one answer questions—aka: narrow & closed• What are the five types of questions?• use to start discussions

Cueing• after 3-9 second wait, used to cue students• Do you recall the cow mnemonic we learned?

Clarifying & Probing• student to go beyond simple or quick response• you understand student’s ideas, feeling, thought processes• What I hear you saying is that you prefer to work alone. Is this

correct? Why do you think/feel you work better alone?• strong positive correlation with student learning &

development of metacognitive skills

Evaluative• compels students to place a value on something• Should points be given for informal assignments?

Divergent-Thinking• higher-order, call for analysis, synthesis, evaluation—

aka: broad, reflective, thought & open-ended questions• What measures could you take to increase your learning

in this class?

Questioning DosGive students’ sufficient “think time”• minimum wait time of 3-9 seconds

Listen to students’ responses• clue to their understanding—you know when

they need clarification or have misconceptions• informal, assessment tool.

Ask for clarification• whether responses accurate or inaccurate Why?• also ask other students to respond Do you agree?• careful probing can reveal misunderstandings 

Involve more students• calling on volunteers teaches other students they

don’t have to participate• ensure involvement: surveys, draw names at random,

check names off list, etc.• develop system to help you assess individual students’ Use open-ended questions• closed questions ask recall of isolated facts• open-ended questions call for analysis, evaluation,

creativeness & involve everyone in discussion

Accept all answers• questioning or ridiculing students’ responses makes

them anxious & unwilling to respond in future• remain neutral• reduce “verbal rewards” & sanctions • praise effort not “accuracy” of response

Questioning Don’tsDon’t ask leading questions or answer own questions• when greeted with silence, use wait time or rephrase

question• avoid leading questions: Don’t you think that . . . ? or

Wouldn’t you agree that . . . ? • use questions to find out what students know & stimulate

more questions 

Avoid multiple questions• multiple questions confuse students & complicate issues—

How many different kinds of light bulbs are there? How do they work? Which is the most energy efficient?

• ask only one question at a time Do not use questions to discipline students• Don’t use sarcastic questions to confront students’

misbehavior—Isn’t it about time you stopped fooling around?• never ask questions to embarrass or punish students Steer clear of the “boys club” • female elementary teachers ask boys more questions

(and probe their responses more often) than they do girls• solution: record & analyze class discussion or ask someone

to count number of times you call on male/female• if you have a problem, call on girl, boy, girl, boy

Avoid falling into a rut• vary way you ask questions & how students respond• start with fact/definition recall questions, progress to

explanation, analysis, hypothesis, prediction questions• use Bloom’s Taxonomy to explore higher levels