A Teacher’s Guide to Asking the Right Questions
Introduction
Great discussions are the cornerstone of many peer-learning activities, and discussions thrive on thoughtful instructor questions. The questions instructors pose to students can be the difference between an engaging, dynamic learning experience and a disconnected, uninspired misuse of class time. Effective questioning helps learners synthesize content, explore diverse perspectives, and collaborate to reach recommendations, conclusions, or consensus. This guide explores the types of questions instructors should avoid and those to use for meaningful discussions in peer-learning activities. Bookmark this page on your computer to return to this guide as you plan lessons and pick teaching strategies. Identify question types that will help you enhance student participation and learning.
Avoid certain question types
Not all questions are equally effective in fostering discussion. Some types of questions can inadvertently stifle engagement, limit creativity, or cause learners to feel disconnected from the conversation. Recognizing and avoiding these pitfalls is critical in creating a dynamic and engaging peer-learning environment. Avoid asking information-seeking, leading, read-my-mind, and rhetorical questions.
Forms of Questions to Avoid
Not all questions are equally effective in fostering discussion. Some types of questions can inadvertently stifle engagement, limit creativity, or cause learners to feel disconnected from the conversation. Recognizing and avoiding these pitfalls is critical in creating a dynamic and engaging peer-learning environment. Avoid asking information-seeking, leading, read-my-mind, and rhetorical questions:
Information-Seeking Questions
Instructors often default to information-seeking questions requiring little more than a “yes” or “no” answer. These types of questions rarely prompt meaningful conversation. If you want to determine if learners have read the textbook assignment, use a quiz instead. Revise your questions to encourage comparison, stimulate critical thinking, or create controversy. For example, instead of asking, “Did Priya handle the client’s lateness well?” ask, “What are the potential pros and cons of Priya’s approach to addressing her client’s lateness?”
Leading Questions
Leading questions steer the conversation and require little critical thought. Instead of asking, “Wouldn’t you agree Priya’s tone was inappropriate?” try, “How would you describe Priya’s tone? What are the benefits and drawbacks of using such a tone to address a client’s lateness?” Another example might be, “Don’t you think Priya’s approach was too aggressive?” Instead, ask, “What do you think about Priya’s approach? How might it be perceived by the client?”
Read-My-Mind Questions
These questions turn discussions into guessing games where learners try to figure out what the instructor wants them to say. Replace questions like “What should Josh have done when his client asked him on a date?” with “What arguments can we generate, pro and con, for Josh’s response to his client’s request?” This approach encourages diverse opinions, which can be shaped and refined through peer discussion. Another example might be, “What was Josh supposed to think when his client canceled last-minute?” Instead, try, “What are the possible reasons behind the client’s last-minute cancellation, and how might Josh approach the situation constructively?”
Rhetorical Questions
Rhetorical questions, often used to project an instructor’s opinion, don’t invite critical thinking. For instance, instead of asking, “Don’t we have an ethical responsibility to refuse tips from clients?” ask, “What are the ethical and professional issues massage therapists must consider when deciding whether to accept tips?” Another example might be, “Isn’t it obvious that Josh should have set clearer boundaries with his client?” Instead, try, “What are some strategies Josh could use to establish clear boundaries with his client, and what might be the challenges in doing so?”
We’ve learned to identify the types of questions we want to avoid when we’re facilitating peer discussions. Let’s examine questions that help us launch discussions.
Question Types for Launching Discussions
The foundation of any meaningful peer discussion lies in the ability to ask the right kinds of questions. Effective questions can create a sense of curiosity, encourage learners to think critically and inspire meaningful dialogue. When crafted well, these questions spark engagement and set the tone for an inclusive and dynamic discussion.
Question Types for Launching Discussions
The foundation of any meaningful peer discussion lies in the ability to ask the right kinds of questions. Effective questions can create a sense of curiosity, encourage learners to think critically and inspire meaningful dialogue. When crafted well, these questions spark engagement and set the tone for an inclusive and dynamic discussion. Here are some question types that can help you achieve these goals:
Open-Ended Questions
Broad questions with no fixed answers allow learners to reflect and share their opinions, encouraging exploration and creativity. These types of questions hand control of the discussion to learners, promoting an environment where ideas can flow freely, and learners make connections organically. By using open-ended questions, instructors help learners think critically and collaboratively while promoting engagement with the material. Examples include:
- “What’s going on here?”
- “What do you make of this situation?”
- “What factors might be influencing this outcome?”
- “What stands out to you most in this scenario?”
- “How would you describe the main challenge here?”
Diagnostic Questions
Diagnostic questions uncover the root causes of a situation by exploring cause-and-effect relationships. They guide learners to analyze scenarios deeply and link behaviors or decisions to outcomes. These questions help learners identify gaps between desired and actual results, encouraging critical thinking and problem-solving. Examples include:
- “What underlying factors contributed to the client’s response?”
- “How might Priya’s choice of technique have influenced the outcome of the session?”
- “What patterns or themes can you identify that explain why this situation unfolded as it did?”
- “What specific behaviors might have led to this result?”
- “How does this connect to other issues we’ve discussed?”
Priority Questions
Priority questions help learners focus on what matters most by encouraging them to evaluate and rank items, factors, or tasks based on their significance or urgency. These questions are beneficial when decision-making or prioritization is critical, helping learners develop their analytical and organizational skills. By addressing priority questions, learners can determine the most pressing issues or steps to take in a structured way. Examples include:
- “What criteria would you use to determine the most important issue here?”
- “Which factors should take precedence when planning this intervention?”
- “If you had limited time, which task would you address first and why?”
- “How would you rank these options in terms of their potential impact?”
- “What’s the first thing that needs to happen to move forward?”
Action Questions
Action questions prompt learners to think critically about the steps they would take to address a given situation. These questions encourage the practical application of knowledge, helping learners transition from theory to strategies. By reflecting on potential behaviors or decisions, learners can better prepare for real-world challenges and enhance problem-solving skills. Examples include:
- “What specific steps will you take to resolve this issue?”
- “If you were in Josh’s position, how would you handle the situation?”
- “What actions would you prioritize to achieve the desired outcome?”
- “How would you approach the client to ensure a positive outcome?”
- “What practical steps can be taken immediately to address this problem?”
Prediction Questions
Prediction questions invite learners to project scenarios into the future and anticipate possible outcomes. These questions encourage learners to think strategically about the implications of decisions or actions, helping them explore cause-and-effect relationships. By imagining potential results, learners develop a deeper understanding of how different approaches might impact a situation. Examples include:
- “What do you think will happen if we follow this plan?”
- “How might the client respond to this approach?”
- “What challenges might arise if Priya chooses to implement this strategy?”
- “What outcomes do you foresee if we apply this technique with a different type of client?”
- “If we make this change, how might it affect the team’s dynamic?”
Personalizing Questions
Personalizing questions encourage learners to reflect on how the content relates to their lives and experiences. These questions help bridge the gap between theoretical knowledge and personal interests, creating a deeper connection with the material. By considering the personal implications of what they’ve learned, students can internalize key concepts more effectively and see their relevance in real-world contexts. Examples include:
- “How does this change the way you’ll approach X in the future?”
- “What communication blocks did you recognize in yourself during this discussion?”
- “Can you share an example of how this situation mirrors a challenge you’ve faced personally?”
- “What strategies from this discussion would you apply to your own practice, and why?”
- “How does this scenario resonate with your values or beliefs, and what insights does it offer?”
We’ve learned about different types of questions that help us launch discussions. Now, let’s talk about questions that help us deepen and expand discussions once we’ve got them going.
Question Types for Deepening Discussions
Facilitating discussions requires the skillful use of questions to guide learners toward deeper understanding and meaningful engagement. The right questions not only clarify and expand on learners’ ideas but also encourage critical thinking, promote connection between concepts, and draw out richer, more nuanced perspectives.
Question Types for Deepening Discussions
Facilitating discussions requires the skillful use of questions to guide learners toward deeper understanding and meaningful engagement. The right questions not only clarify and expand on learners’ ideas but also encourage critical thinking, promote connection between concepts, and draw out richer, more nuanced perspectives. By employing specific types of questions strategically, instructors can sustain momentum, address incomplete thoughts, and help learners extract actionable insights from peer activities.
Challenge Questions
Challenge questions push learners to critically examine their assumptions or positions, requiring them to back up their claims with evidence and logical reasoning. These questions are vital for encouraging a deeper understanding of complex issues and developing critical thinking skills. By presenting alternative viewpoints or probing for further clarification, instructors can encourage learners to refine their perspectives and build persuasive arguments. Examples include:
- “What evidence supports your position?”
- “How would you explain this opposing viewpoint?”
- “If your argument holds true, how do you address the counterexamples presented by others?”
- “What assumptions are you making, and how do they impact your conclusions?”
- “Can you think of a scenario where your position might not apply?”
Follow-On Questions
Follow-on questions are designed to encourage learners to expand on their initial thoughts, delve deeper into a topic, or clarify incomplete ideas. These questions are particularly effective for drawing out contributions from quieter learners or for encouraging more detailed and nuanced discussion. By signaling that the instructor values their input, learners feel motivated to continue sharing and refining their ideas. Examples include:
- “What else can you add?”
- “It seems like you’re just getting started—keep going.”
- “Can you elaborate on that point? I think there’s more to explore.”
- “What other perspectives or insights do you have on this?”
- “How does this connect to what you mentioned earlier?”
Combination Questions
Combination questions link ideas to form connections between concepts, producing a more integrated understanding of the material. These questions encourage learners to synthesize diverse points of view or previous knowledge into a cohesive framework. They are particularly effective for helping learners build relationships between ideas that might initially seem disconnected. This process supports higher-order thinking by encouraging analysis, synthesis, and evaluation of complex concepts. Examples include:
- “How does your point relate to what Student A mentioned earlier?”
- “What do you now think of X, considering Y?”
- “Can you connect the themes we’ve discussed so far with this new example?”
- “How would you integrate insights from Student B’s perspective with the argument you presented?”
- “What similarities and differences can you identify between this case and the previous one?”
Generalizing Questions
Generalizing questions help learners extract broad principles, trends, or themes from specific examples, details, or discussions. By identifying patterns and overarching concepts, learners develop the ability to synthesize information and apply it to new contexts. These questions encourage critical thinking and the ability to see the “big picture.” Examples include:
- “What themes emerge from these scenarios?”
- “What generalizations can we draw from this discussion?”
- “How do these examples illustrate a larger trend?”
- “What overarching principles can we infer from the data?”
- “What lessons can we apply to similar situations in the future?”
Summarizing Questions
Summarizing questions guide learners to distill complex discussions into concise, meaningful insights. These questions encourage reflection on the most significant points, helping to reinforce understanding and clarify key takeaways. By asking learners to summarize, instructors also ensure that participants remain focused on the objectives of the discussion and can identify areas of consensus or further inquiry. Examples include:
- “What are the three most critical points we discussed today?”
- “How would you summarize the key issues?”
- “What are the main takeaways from this discussion, and why are they important?”
- “If you had to explain this discussion to someone who wasn’t here, what would you say?”
- “How can we condense today’s ideas into actionable next steps?”
In Conclusion
Great questions are the cornerstone of meaningful discussions. By steering clear of question types that hinder engagement and instead embracing those that encourage critical thinking, collaboration, and reflection, instructors can enhance classroom dynamics and support students in achieving meaningful learning outcomes. Thoughtfully crafted questions guide learners toward well-reasoned conclusions and empower them to engage actively and confidently in learning.
