There are a couple ways to look at 'effective use of questioning' as a teaching
for learning strategy...
One Thought...to get students better at thinking more deeply, teachers need to get
better at asking higher order thinking questions... a very direct approach. In this approach a teacher would ask a variety
of questions that cover the entire spectrum of Bloom's Cognitive Domain Taxonomy; knowledge, comprehension, application, analysis,
syntheses and evaluation during a class discussion or presentation. If students responded appropriately, the teacher might
conjecture that their students can think deeply, at least when asked to 'on demand'. The bottom
line, can students demonstate thinking at all levels of Bloom's Cognitive Domain.
A Second Thought... to get students better at thinking more deeply, teachers
need to get better at answering student questions with teacher questions. The key is that students have to come
up with the questions. And, the teacher's questioning is designed to help students become aware of what kind of
thinking is required to find answers to their questions. Students would have to be familiar with the levels of thinking
skills, and be coached in knowing when and how to use them. The bottom line, students can demonstate
thinking at all levels of Bloom's cognitive domain, AND students can demonstrate being self-reliant and self-directed in using
the thinking skills at the right time for the right reason.
Neither line of thought is superior to the other, asking both direct and
indirect questions to elicit deeper thinking from students is valid. This web site will provide an initial exploration
of both. The availability of resources is unlimited. It is hoped that the resources provided will serve
as a launch pad for teachers. Resources that are easy to access , easy to use. Tools that will improve proficiency
in using questioning skills as a teaching for learning strategy.
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