Questioning

Introduction

Questioning supports students to develop deep understanding of both concepts and of their own learning. Students need support to practise and reflect upon their questioning techniques and to develop skills in identifying different types of questions that may be framed to obtain a more comprehensive response. Teachers formally teach the art of questioning and provide regular practice to improve students' skills and confidence in this area.

Closed v open questions

Closed questions require specific information which can often be answered yes or no. This questioning technique is also known as skinny questions.

Open questions require deeper thinking about the answer. They are also known as fat questions. To successfully answer this type of question students will need wait or think time where the teacher gives them a period of time to consider a response before giving it.

Hypothetical questions

Hypothetical or scenario-based questions require a thoughtful and considered response. 'What would you do if there were an argument in the school ground?' These questions can be combined with a problem-based learning activity and workshopped in teams or groups.

Socratic questioning

Socratic questioning is a technique to explore concepts in greater depth and breadth. This technique, using the examples developed by Richard Paul, assists students to think critically and to probe each other's understanding.

The following table has been adapted from:
Paul, Richard 1993, Critical Thinking: how to prepare students for a rapidly changing world. Foundation for Critical Thinking.

Questions that Probe Reasons and Evidence
Questions of Clarification	Questions that Probe Assumptions	Questions that Probe Reasons and Evidence
What do you mean by ____? How does this relate to our problem, discussion and/or issue?	What are you assuming? Why would someone make that assumption?	What would be an example? How do you know?
Questions about Viewpoints or Perspectives	Questions that Probe Implications and Consequences	Questions about the Question
What effect would that have? What is an alternative?	How can we find out? How could someone settle this question?	What bigger issue is the question trying to get you to think about and/or investigate?

Reflective questioning

Reflective questioning is a technique teachers can use constantly throughout lessons and activities to determine students' engagement and the development of deeper understanding. When framing reflective questions teachers develop questions based on three broad categories which focus on students' understanding and thinking, interpersonal development and personal learning.

Thinking/content questions

Thinking/content questions focus on the content covered and the concepts learned. Students reflect on their thinking and the skills used during the lesson or activity. Questions such as 'What did you learn from the presentations given today?' or 'Why is being able to solve a problem an important skill?' are examples of these types of questions.

Interpersonal or collaborative questions

Interpersonal or collaborative questions focus on students' interactions with other members of the group or class. Questions such as 'What did you learn about your partner?' and 'How well did your group work together and why?', 'What support did your group members provide to each other and how did it affect your group?' assist students to think about their learning outside of content.

Personal learning questions

Personal learning questions focus on the individual learner and encourage them to think about their learning and skills development. Examples of personal learning questions are 'How did you feel when you had to share your ideas with the group?', 'What did you learn about yourself during this activity?', 'What role did you play in your group', 'How did you assist your group to achieve their goals successfully?'.

Question matrix or dice

Question Matrix is a matrix of 36 question starters to assist students in developing their questioning and skills and thinking about the types of questions they are asking. There are many variations on the question matrix, such as transferring question stem starters (for example, what, where, which, who, why and how) onto the sides of a question dice or onto a spinner where students spin the mechanism and then develop a question from that position.

The 5 whys

The 5 Whys is a technique used to uncover the root cause or position on a question and can assist student understanding of an issue. Beginning with a central question such as 'Why do we come to school?' students reflect on the answer to this question and then repeat the steps five times.

5 Whys example:

'Why isn't the data gathered through the staff survey being used to inform plans for curriculum planning?'

because the data gathered was unreliable – Why?
because only a handful of teachers responded to the survey – Why?
because the survey was distributed too late and teachers didn't have time to respond – Why?
because the surveys were left in the office with no way of tracking who had taken one – Why?
because we didn't have an effective plan and distribution system in place – Why?