3b:Using Questioning and Discussion Techniques

Questioning and discussion are the only instructional strategies specifically referred to in the Framework for Teaching, a decision that reflects their central importance to teachers’ practice. In the Framework, it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as recitation, or a verbal “quiz.” Good teachers use divergent as well as convergent questions, framed in such a way that they invite students to formulate hypotheses, make connections, or challenge previously held views. Students’ responses to questions are valued; effective teachers are especially adept at responding to and building on student responses and making use of their ideas. High-quality questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material. Effective teachers also pose questions for which they do not know the answers. Even when a question has a limited number of correct responses, the question, being nonformulaic, is likely to promote student thinking. 

Class discussions are animated, engaging all students in important issues and promoting the use of precise language to deepen and extend their understanding. These discussions may be based around questions formulated by the students themselves. Furthermore, when a teacher is building on student responses to questions (whether posed by the teacher or by other students), students are challenged to explain their thinking and to cite specific text or other evidence (for example, from a scientific experiment) to back up a position. This focus on argumentation forms the foundation of logical reasoning, a critical skill in all disciplines. 

Not all questions must be at a high cognitive level in order for a teacher’s performance to be rated at a high level; that is, when exploring a topic, a teacher might begin with a series of questions of low cognitive challenge to provide a review, or to ensure that everyone in the class is “on board.” Furthermore, if questions are at a high level but only a few students participate in the discussion, the teacher’s performance on the component cannot be judged to be at a high level. In addition, during lessons involving students in small-group work, the quality of the students’ questions and discussion in their small groups may be considered as part of this component. In order for students to formulate high-level questions, they must have learned how to do so. Therefore, high-level questions from students, either in the full class or in small-group discussions, provide evidence that these skills have been taught. 

Danielson, C. 2013

In the video, you hear me ask a question, followed by a student blurting out an answer. I thank the student but then ask another student to respond. In this class, I noticed that we have several students who tend to blurt out answers, which can make others feel like they don’t need to participate. To address this, I ensure that all students get a turn to share their thoughts, regardless of whether they know the answer or not. This approach aligns with Danielson Framework 3b (Using Questioning and Discussion Techniques), as it promotes equitable participation and encourages all students to engage in the learning process. By fostering a more inclusive classroom environment, I help develop students’ confidence and critical thinking skills. This practice not only improves my ability to manage classroom discussions but also prepares me for student teaching by enhancing my skills in promoting active and inclusive participation.