TEACHING TOOLS . . .
G - Goal
O - Objectives
F - Framework
E - Evaluation
R - Revision

Using Questions Effectively:
HOW TO ASK QUESTIONS AND RESPOND TO ANSWERS

 

Asking Questions

  • Avoid playing the "what am I thinking" game.
  • Avoid asking questions that require students to fill in missing words or finish a sentence.
  • Allow time for learners to answer-at least 10-15 seconds before rephrasing. Studies show that increasing wait time has numerous positive effects:
    • Length of responses increases from 300-700%.
    • More inferences are supported by evidence and logical argument.
    • Incidence of speculative thinking increases.
    • Learner-asked questions increase.
    • Learner-learner exchanges increase; teacher-centered "show and tell" behavior decreases.
    • Failure to respond decreases.
    • Number of learners participating and unsolicited and appropriate contributions by learners increase.
    • Learner confidence increases.
    • Achievement improves on written measures where items are cognitively complex.
  • Don't answer your own questions. When learners determine that you'll answer your own questions if they wait long enough, they'll wait you out.
  • Involve as many learners as possible in the questioning process by calling on both volunteers and non-volunteers.

Responding to Answers

  • Listen to the entire response and don't interrupt.
  • Respond in a supportive and non-judgmental manner.
    • Avoid negative reactions such as sarcasm, reprimand, accusation, personal attack.
    • Monitor your facial expression and tone of voice. Don't roll your eyes or grimace.
  • When a question lends itself to right and wrong answers and a wrong answer is given, coach the responder tactfully.
    • Use open-ended, probing, and facilitating questions to guide the person to the correct answer.
    • Build on the response to ask other questions or draw out further information.
    • Invite others to contribute.
  • Encourage learners to comment/build on each other's answers and ask one another questions.
  • When a learner responds with another question, reflect it back to the group.
    • That's an interesting question. Can anyone help us out?
    • Does anyone have an idea?


©Teacher & Educational Development,
University of New Mexico School of Medicine, 2002