Questioning
Questioning
Just as teachers are role models for learning, they are role models for asking questions.
Think of it this way: Statements, with that period right at the end, bring thinking to a halt.
Questions, on the other hand, are what initiate and encourage thinking. And that, of
course, is what teachers are trying to do. Imagine how many questions a teacher asks
in just one day. The questions range from “How are you?” or “How was the [game,
performance, play, concert, etc.] last night?” to “Who will show us how to balance this
equation?” At times you may hear questions related to safety and the learning
environment, such as “Does everyone understand why you should wash your hands
with soap?” or “Do you need to move so you can see the SMART Board?” Typically you
hear lots of questions about the application of concepts that are the focus for the day’s
lessons, such as “What is the answer to the third problem?” or “What is the next word in
the sequence?” or “Which strategy did you use to solve the problem?” Occasionally
there are reflective or philosophical questions, such as “What did you learn today that
surprised you, or that interested you, that you want to talk about when you get home?”
While these reflective questions are the least often asked, they may be the most
important. What kind of questions do you frequently ask? As we have said, it is the
asking of questions—of ourselves or as teachers—that initiates thinking.
Perhaps more frequently, questions are classified into two subdivisions of the
taxonomy: higher-level thinking questions (often referred to as higher-order thinking, or
H.O.T.) and lower-level thinking questions. Lower-level questions are those on the
Knowledge level. Using this system it is easier because identifying questions for specific
higher-level questions, especially application and analysis, sometimes depends on the
context or setting. For example: What is the nutritional value of mushrooms? For this
question the level of thinking depends on the situation. Did the lesson on nutrition state
the value of mushrooms? If so, the answer would require recall. If the lesson provided a
list of foods but did not include mushrooms, the thinking involved in answering the
question would be more challenging. The following are other examples of low-level vs.
high-level thinking questions:
Lower Level
What is photosynthesis?
What is the name of the main character in the story?
9×3=→?
Higher Level
How many of the pilgrims who sailed on the Mayflower survived the first winter?
Which is smaller, 5/16 or 3/8?
Is saltwater denser than freshwater?
There is a 50 percent chance of guessing the answer to the first question, and a 1:3
chance with the second one. If the students’ answers are correct, you are not going to
know whether they guessed correctly or actually knew the information.
Of course, there are times when you, as teacher, must ask convergent questions. They
are an appropriate part of the curriculum as long as you avoid limiting your questions to
convergent ones.
Why? Questions
The “why?” question is a wonderful question. It can stimulate one’s thinking, encourage
creative and critical thinking, and open up a whole realm of possibilities. It is a question
that typifies four-year-olds but engages adolescents and adults as well. Why does
thunder have to be so loud? Why don’t I understand algebra? Such questions are
asking for explanations (inferences) from someone perceived to be wise or at least
more experienced, or are pointing the way toward further understanding.
But why stop there? Yes, four-year-olds ask those questions that sometimes challenge
adults to really think about something. Rather than stifling the questions of young
people as they continue their efforts to understand the world around them, teachers can
capitalize on their natural curiosity. By encouraging children to develop their own
questions related to the topic of study, the search for answers becomes a great
motivation for meaningful learning. Ultimately, the teacher can help the student to
change those “why?” questions into questions more suited for investigation: What
causes thunder to be so loud? What is preventing me from understanding algebra?
Taking their cue from the teacher, students place value on the types of questions asked
most frequently or those questions that dominate the lessons. If you want to value a
particular level of thinking, consider the amount of time or frequency with which you
encourage that level.