· What do all these procedures have in common?
· What recognized safety issues could this solution solve?
· What evidence do we have that supports…..?
Speculation – questions that require thinking beyond given information:
· What would happen if you changed…..?
· What might the next appropriate step be?
· What potential problems may result from….?
Explanation – questions that get at underlying reasons, processes, and mechanisms:
· How does that work?
· How can we account for…”
· What justification could be provided for….?
Questions should promote students learning outcomes using their own thought processes. As teachers should not take the pencil/pen from the student and complete their work, they should also not be taking their learning and thinking away from them either. To illustrate, how effective questioning appears in a math class I remember when a student was squaring negative numbers and keeping the product negative.
Student: If I square negative 3 the answer is negative 9.
ME: Why is the answer 9?
ME: Forget your calculator, what does it mean to square a number?
Student: (Pause) To multiply by itself
Me: What happens if you multiply a negative number by another negative number?