Effective Questioning

This past week I had the privilege of observing many classrooms ranging from a grade 7 Social Studies class to a grade 11 History class.  It was exciting to see our new teachers in action.   In the role of Coordinator of Instruction I am expected to provide effective feedback to teachers in order to support the improvement of classroom instruction and student learning.  As I reflect on my visits from this week I find myself thinking that one of the most efficient and effective ways to improve student engagement in the learning is to look at questioning techniques.

Firstly, teachers could consider the amount of "think time" that they are allowing for students to respond to questions.  Students need time to process the question and prepare to formulate some form of response.  If teachers expect a response too quickly, many students lose out on the opportunity to even begin to process the question.  In most classrooms I would notice that the teachers themselves would end up answering the question.  This practice gives students the message that they really do not need to do any of the thinking because the teacher will provide the response even before they have had an opportunity to begin formulating a response.  I invite teachers to rethink that "quiet time" or "think time" after a question has been presented.  Effective questioning invites a bit of silence time in order to support the opportunity for thinking and reflection.   

Secondly, I invite teachers to consider the way in which they are asking questions.  Are they always yes and no type questions?  Are they always questions that require a very basic response?  Are they questions which require students to justify the "yes" or "no"?  Are we asking students to explain "why" or "why not"?   Are we asking students to think about a situation and formulate a response?  Often I would hear the "Does anyone have any questions?" and more often than not all that was heard in the room was crickets.....  Could we rephrase this question to "Can you tell me one thing that you have learned during this lesson?"

Thirdly, I observed a very common approach to whole group (class) questioning.  In most classrooms teachers would pose a question to the whole group, hoping that "someone out there" would offer some form of an answer.  I would like to suggest that teachers could be more deliberate with their questioning techniques by calling on students, specifically using their names, so that they can all be engaged and "on the hook" for learning.  When we do not call on students to participate and leave the answers to chance, then we are providing the opportunities for students to opt out of the learning process.  Be sure to invite all students to respond throughout the time of the lesson.  When students understand that as a classroom community there is an expectation for active participation in the learning then teachers are actively developing a community of learners that are more responsible for their own learning. 

Lastly, all answers are purposeful - correct or incorrect.  Incorrect answers provide teachers with critical information needed to inform their next steps for instruction.  They also provide students with information about where they are at in the learning process.  It promotes self assessment of what they know and what  needs to be worked on. 

Please consider these few points as you plan for your future learning activities.  When we are conscious of concrete and effective teaching strategies we hold the best tools to help improve teaching and learning for our students.