Why Use Questions as a Way of Teaching?

When we teach our content by asking questions, we are guiding students to the answers instead of just telling them. Think about it - when you have to put something together, how much are you actually learning about the project by just looking at the instructions? You are probably more actively learning (and better understanding how the thing works) while you are doing.

When we are faced with open and guided questions [see below] we are problem solving in our minds. We are looking at the problem from multiple ways and trying to figure it out. The process of "figuring it out" is where we learn best. If we just simply tell our students x y or z, we are doing the work for them, and the process of doing is lost. The process is where deeper learning takes place - teaching through inquiry is one way to cultivate the process.

Types of Questions

Open: What do you think? What is going on here? What do you notice?

Open questions are designed to be just that - completely open to interpretation. You may have no idea what responses will be. By beginning with a broad line of questioning, you open yourself and your class up to possibilities you may not have considered. Sometimes students can come up with interesting stuff! Sometimes, you may want to give them this space to think creatively before going right to the point. Yes, it takes longer, but it my be worth it!

Guided: How is ___related to ___? What would be your process to get from ___ to ___? Someone mentioned ___ a moment ago, who can tell me more about that? What makes this ___ and not ___?

Guided questions help to focus your discussion in the direction that you want. You may still not know exactly what the responses will be, but you have a pretty good idea. This is a happy medium between totally open questioning, and closed questioning where there is only one "correct" answer. Students still have an opportunity to explain on their terms and to chew on the learning.

Closed: What is 5 + 5? True/false? Is the answer x, y, or z?

Closed questions get right to the point. There is a singular correct answer, with little to no wiggle room for error/interpretation. I think sometimes we start here and do not allow students to focus on the process enough. The process is where learning really happens! But sometimes, we definitely need to use closed questions.

How to Use Questions

Fear of loss of control

Taking a break from traditional sage-on-the-stage lecturing can be difficult! The power shift and the fear of "what are they going to say out loud that will make me lose control of the class?" can be palpable, for sure. I think it is natural for us to use questions when we introduce a new concept, but think about how much you are actually guiding and controlling the discussion. Are you allowing space for students to really think and figure things out before just giving them the answer?

Process over Product

I think sometimes we do need to get to the point in the interest of time but are our students actually learning anything by listening to us (or even by just taking notes?) I challenge all of us to plan at least one lesson starting with open questions and moving toward guided and then closed questions. See what happens! We need to use our problem-solving muscles more to encourage deeper learning, this is just one way of doing it.

Classroom Culture - Why don't they talk?

"OK, I tried to teach with inquiry, and the kids just sat there, and I ended up doing all of the talking." Yep! This is how this will likely go at first. Unfortunately. this is where we are in secondary education, by the time students get to us they have been conditioned to be too afraid of being "wrong" so they don't want to risk saying the wrong thing. Some students have no problem being the center of attention, but what about the rest? It will likely take time to build a safe classroom culture where all students are comfortable saying what they think without the inhibition of being wrong. Don't give up!

Think Time

Research shows that students should get at least 5-10 seconds of think time before we "help" them. It's tempting to just give them the answer, that 5-10 seconds of silence can seem like an eternity! But - stick to it. Re-ask the question again (maybe re-framing it), but don't let them get off the hook so easily. You want to build a culture where it is OK to take risks and respond. If you start by doing all of the work for them, your class may never get comfortable with discussion.

What happens when they give wrong answers?

Try this - when students give responses, say "Thank you" even if they are wrong. Try to give everyone the same feedback. Sometimes you may be more excited about certain responses, and that's OK. But be sensitive to the fact that each time a student raises their hand to contribute a response, they are taking a risk. We want to reward that risk-taking behavior at all costs!

New Hands!

It isn't unusual to have the same few students dominate the discussion. And that is fine and good, but we want to encourage all students to participate. Without discouraging the eager kids who always raise their hands, I will usually say, "Thank you, Suzy, I appreciate your answers, but I want to see some new hands. Let's go - new hands!" Suzy may continue to raise her hand, and that's OK. But sit in the silence if necessary.

Respect the Introverts

Not everyone HAS to talk. For your introverts, you may want to consider a text option such as a google doc or live stream padlet to allow those students who need some more think time to still allow their voices to be heard. Maybe consider mixing up some discussions as silent (with text) and some verbal in real-time. Google Classroom's Ask a Question function is GREAT for this type of thing!

Examples of My Favorite Questions

In no particular order:

• What is going on here? (open)

• What do you notice? (open)

• How are ___ and ___ related (guided)

• Explain ___ in your own words (guided... I know - it's not a question)

• Why ISN'T the right answer ___? Explain. (guided)

• What might happen if ___? (open)

• What would you do if ___? (open)

• Can you tell me what you know about ___? (open)

Keep the discussion going

Invite more responses in addition to the responses already given: "Thank you, and..." or "Yes, and..."

Addressing student questions with questions

When students ask questions that they should be able to find the answers to them on their own. This may be things as simple as "when is this class over?" This can be empowering for students! Let them find the answers on their own (Credit to Mrs. Alles - she is great at this!)

• Where/How do we find ___?

• When do we do ___?

• Instead of me telling you how to find ___, can someone help explain how to find ___?