III. Questioning:
“Questions may be the most powerful technology we have ever created.
Questions and questioning allow us to make sense of a confusing world.
They are the tools that lead to insight and understanding.” Jamie
McKenzie (Editor of From Now On - The Educational Technology Journal,
a Web-based "ZINE" published online since 1991). Effective teachers use
questioning techniques to develop students’ understanding of standards
in unit and daily lessons.
Questions should be planned to stimulate discussion and promote class activity. Thus, evaluations,
analyses of things or said, etc. make excellent pivotal questions and summaries around which the
lesson revolves. The quality of a student’s answer will determine what they have learned which is
essential in a teacher’s assessment of student performance.
Questions---except where the teacher probes for an important point---should avoid simple recall of
facts. A good principle to keep in mind in questioning is that a good question conveys information
and asks for an interpretation of that information. Several students should be called on to answer
your thought provoking questions and respond to their classmates’ answers so that the arrow of
recitation flows from teacher to student to student to student to student, etc. This will stimulate
classroom discussion, help students develop their critical thinking skills and give you an opportunity
to assess your students’ performance while evaluating the effectiveness of your own questions. A
well-planned lesson revolves around a few pivotal questions only, plus medial and final summaries.
Types of Questions to Avoid:
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Multiple Questions - Asking several questions at once before getting a response from
students.
Factual Recall Questions – When did World War I begin?
Elliptical Questions – How about this element?
Yes-No Guessing Question – Is A perpendicular to CD? If it is not followed up with a higher
order thinking question in is ineffective.
Ambiguous Questions (depending on subject area) – How does the law of sines differ from the
law of cosines?
Chorus Response – Who is the author of this poem, class?
Leading Questions – Wouldn’t you say that President Bush had a hidden agenda?
Teacher Centered Questions – Who can tell me what genre of music this is?
Below is a charting outlining a few questioning techniques that will MAXIMIZE students’ learning
potential (LEFT). Please keep in mind that students may not know , nor fully understand, words like
“analyze,” “compare,” or “contrast” so vocabulary development should be a part of your learning
plan in order to employ such questing techniques. On the left side of the chart below, you will find
ineffective questioning techniques that will MINIMIZE our students’ learning potential (RIGHT) which
we should avoid.
Maximize...
Minimize...
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...asking questions that begin with
words like "What if," "Explain,"
"Analyze," "Create," and "Compare
and contrast," etc.
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...asking questions that have a
"yes" or "no" response and
questions that require merely
direct recall of definitions etc.
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...the amount of time you wait after
you pose a question, i.e. wait-time, in
order to allow students to process the
question in their minds.
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...calling on students directly
after you pose a question and
calling on a student before you
even ask the question.
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...asking students to elaborate on
their answers and asking students
"why."
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...telling a student their answer is
wrong and not asking them to
think of why it is wrong.
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...opportunities for students to pose
questions amongst themselves.
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...straight lecture without
student interaction.
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...providing opportunities that
challenge students' original
conceptual understandings.
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...providing opportunities that do
not encourage creative and
critical thinking.

...encouraging students to work
through their decision making
process, even if it bring frustration
and makes them leave their comfort
zone of learning.
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...giving students direct answers
to their questions without
allowing them to think through
the decision making process.
Learning is an active process. Teachers must work hard at encouraging students to think on their own
and construct their own explanations. This will allow students to maximize their learning potential.
Bloom’s Taxonomy
I. REMEMBERING
Can the student recall or remember information?
KEY WORDS
who
what why when omit
where which choose find how
define label show spell list
match name relate tell recall
select duplicate memorize repeat
reproduce state recognize find restate
draw recognize count group
reproduce state tabulate identify
point follow directions
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QUESTIONS
What is…?
Where is…?
How did ____ happen?
How would you show…?
Who were the main…?
Which one…?
How is…?
When did ____ happen?
How would you explain…?
Can you list three…?
ACTIVITIES
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Make a list of the main events.
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of
information you can remember.
List all the…in the story.
Make a chart showing…
Recite a poem.
Identify place value
State mode, mean, median and
range from your set of data
Reproduce a circle using a compass
II. UNDERSTANDING
Can the student explain ideas or concepts?
KEY WORDS
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compare contrast demonstrate
interpret explain extend illustrate
infer outline relate rephrase
translate summarize show classify
describe discuss report paraphrase
change convert estimate measure put
in order show suggest express in
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QUESTIONS
How would you classify the type
of…?
How would you
compare…contrast?
Will you state or interpret in your
own words…?
How would you rephrase the
meaning…?
What facts or ideas show…?
What is the main idea of…?
Which statements support…?
Which is the best answer…?
What can you say about…?
How would you summarize…?
ACTIVITIES
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Illustrate what you think the main
idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on
the story.
Retell the story in your own words.
Write a summary report of an event.
Classify polygons by regularity,
concavity, and line symmetry.
Convert between fractions, decimals,
and percents.
Interpret the data expressed on the
graph
III. APPLYING
Can the student use information in a new way?
KEY WORDS
apply build choose construct
develop interview organize plan
select solve utilize model identify
experiment with
make use of
dramatize demonstrate employ
illustrate interpret sketch write
calculate compute derive graph
manipulate operate practice prove
solve
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QUESTIONS
How would you use…?
What examples can you find to…?
How would you solve ___ using
what you’ve learned…?
How would you organize ___ to
show…?
What approach would you use
to…?
What would result if…?
Can you make use of the facts
to…?
ACTIVITIES
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Construct a model to demonstrate how it
will work.
Make a diorama to illustrate an
important event.
Make a scrapbook.
Take a collection of photographs to
demonstrate a particular point.
Calculate the percent of a given whole.
Solve for area of a rectangle by using A= l
x w.
Explain the information do you consider
when graphing data derived from a
survey.
IV. ANALYZING
Can the student distinguish between different parts?
KEY WORDS
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analyze categorize classify compare
contrast discover dissect divide
examine inspect simplify survey
distinguish list distinction theme
relationships function motive
inference assumption conclusion
take part in test for appraise criticize
differentiate discriminate experiment
question test break down deduce
diagram formulate group order
separate sort
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QUESTIONS
What are the parts or features
of…?
How is ___ related to…?
Why do you think…?
What is the theme…?
What motive is there…?
Can you list the parts…?
What inference can you make…?
What conclusions can you draw…?
How would you classify…?
What evidence can you find…?
What factors do you consider
when formulating a plan for
problem solving?
ACTIVITIES
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Design a questionnaire to gather
information.
Conduct and investigation to
produce information to support a
view.
Construct a graph to illustrate
selected information.
Make a jigsaw puzzle.
Make a family tree showing
relationships.
Put on a play about the study area.
Explain methods can be used to
compare and order fractions.
Analyze the relationship between
variables on a graph.
V. CREATING
Can the student create a new product or point of view?
KEY WORDS
QUESTIONS
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build choose combine compile
compose construct create design
develop estimate formulate imagine
invent make up originate plan
predict propose solve suppose
discuss modify change adapt
improve minimize delete happen
elaborate theorize assemble write
create derive document generate
integrate prepare specify tell produce
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What changes would you make to
solve…?
How would you improve…?
What would happen if…?
Can you propose an alternative…?
Can you invent…?
What would be done to minimize…?
How would you test…?
What kind of table can you create that
represents change in temperature?
What prediction can you make from this
graph?
ACTIVITIES
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Invent a machine to do a specific
task.
Design a building to house your
study.
Create a new product. Give it a
name and plan a marketing
campaign.
Write about your feelings in relation
to…
Devise a way to…
Design a record, book, etc. for…
Describe some patterns that you
recognized in the construction of
Pascal’s Triangle.
VI. EVALUATING
Can the student justify a stand or decision?
KEY WORDS
award choose conclude criticize
decide defend determine dispute
evaluate judge justify measure
compare mark rate recommend
rule out select agree appraise
prioritize opinion interpret explain
importance criteria prove assess
value perceive deduct argue support
appraise compare describe evaluate
validate
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QUESTIONS
What is your opinion of…?
How would you prove…?
Disprove…?
Would it be better if…?
Why did the character choose…?
What would you recommend…?
How would you rate the…?
How would you evaluate…?
What would you select…?
Why was it better that…?
ACTIVITIES
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Conduct a debate about an issue of
special interest.
Make a booklet about 5 rules you see as
important. Convince others.
Write a letter to…advising on changes
needed at…
Write a half yearly report.
Prepare a case to present your view
about…
Evaluate the expression after changing
the order of operations.
Describe how to solve a problem using
the 4 step method.
Justify your reason for choosing the
strategy selected.