Teaching Science to Every Child:
Using Culture as a Starting Point
Chapter 10
Questioning Strategies
and Leading Discussions
©Routledge/Taylor & Francis 2012
©Routledge/Taylor & Francis 2012
Chapter 10 Topics
Behaviorism and Questioning
Teacher Questioning Strategies
How to Ask Questions
Responding to Student Responses
Using Questions to Encourage Discussion
Questioning Strategies and Diverse Populations
©Routledge/Taylor & Francis 2012
Behaviorism as a Narrow
Approach to Questioning
Stimulus  Response  Feedback
Question  Response  Evaluate
©Routledge/Taylor & Francis 2012
Teacher Questioning Strategies
Convergent: Single answer expected; Divergent: Open-ended
Questions can be used to check on child’s ideas (e.g., Engage)
Questioning to nudge students in a direction (e.g., Explore phase)
Question type varies based upon purpose (e.g., Explain)
Questions can ask students to transfer knowledge (e.g., Extend)
There is no uniformly good type of question
©Routledge/Taylor & Francis 2012
How to Ask Questions
Beyond knowing WHAT questions and WHEN to ask them, it is
important to appreciate HOW to ask
A pause of just a few seconds after asking a question but
before calling on a student gives time to think: Wait Time 1
Wait Time 1 is difficult if you equate teaching with talking. The
time to compose a response only requires a short silence
While it may feel awkward at first, Wait Time 1 is sufficiently
effective that it can become a good questioning habit
©Routledge/Taylor & Francis 2012
Responding to Student Responses
Provide specific feedback and not vague praise. Help everyone
who heard the answer know what made the answer correct
Follow-up with Wait Time 2—this can encourage more complete
responses and cause others to share their ideas
For convergent questions that are plainly wrong, it is appropriate
to give feedback with a gentle “no”
Other responses including probing (digging in), rephrasing
(tweaked question), and redirecting (bouncing question to
someone else)
©Routledge/Taylor & Francis 2012
Wait Time within Questioning
Wait Time 1: 3 to 5 seconds before calling on someone
Wait Time 2: 3 second pause (or less) after answer
Wait Time leads to more complete and correct responses
Wait Time allows for wider participation in discussions
©Routledge/Taylor & Francis 2012
Encouraging Discussions
Create a climate where it is okay to take risks
Pose questions that do not have an obvious answer
Invite a range of students to contribute
Strive to keep the discussion close to chosen theme
Encourage students to use accurate language
Make it clear that claims should be supported by evidence
©Routledge/Taylor & Francis 2012
Questioning and Diversity
The goal is for everyone to feel okay with contributing
Make it obvious that science talk is a distinct genre
Think•Pair•Share gives small group practice with talking
Guard against sending messages about low expectations
Be thoughtful about when to correct grammar and terms
©Routledge/Taylor & Francis 2012
Chapter 10 Summary
Behaviorism is a narrow approach to questioning
Vary questions according to phase of Learning Cycle
Recognize that how questions are asked is important
Support and build upon student responses
Questioning can signal a larger group discussion
Make adjustments so all students can participate
©Routledge/Taylor & Francis 2012