Effective Questioning

Effective Questioning in Study Groups

There are many types of questions you can ask to enhance your study session. Here is a list of some ideas. We encourage you to try them all! The best groups will find strength in variety and flexibility.

Ask questions of clarification concerning complex concepts/theories to ensure that everyone is one the same page. Start with this type of question concerning the recently covered material to get a feel of what level the group is at. Figure out where the difficult content lies.

Ask questions at varying cognitive levels (knowledge, comprehension, application, etc.) so students get practice in thinking about the material in different ways. Ask questions in such a way to promote visual, audio, and kinesthetic responses.

Ask probing questions (why, how) which ask students to deepen their ideas, provide justifications for conclusions, or articulate assumptions.

Ask open-ended questions for multiple ideas or answers before attempting any evaluation or selection among them. Carefully consider the alternative views.

Ask questions to define concepts by their own experience.

Ask questions involving direct comparison and contrast that require students to develop bridging concepts or dimensions.

Ask questions by analogy, simile, or other indirect comparison. Stimulate new concepts by asking for comparisons among apparently unrelated elements. Use unique examples.

Ask questions about the question allowing students to come up with their own questions. Come up with different ways to rephrase the same question. Break large questions down into smaller ones.

Ask questions to summarize or generalize the main points when completing a topic area before moving on to the next topic.

Ask deductive questions requiring implications or extensions of concepts and theories.

Ask connective questions relating past material to present material and future material.

Ask students to question what they have seen and heard.

Guide someone to the answer by asking a series of smaller leading questions.

Write down the questions asked in the session and post them or email them out. You can also agree to collect these questions for the group to ask the Professor and send out the answers afterwards.

References:
1) Andrews, J. Teaching Assistance: A Handbook Of Teaching Ideas. TA Development Program, University of California-San Diego, p. 142.
2) Contributions from students attending the Spring 2006 preceptor training session, UT Learning Center.

Questioning Skills to Try Out in your Study Group

1. Pause for 5 seconds after asking a question. Now everyone can think carefully and gain confidence before responding!

2. Ask open-ended questions rather than those that require a yes or no answer. This requires students to explain how and why, and you may open a lively discussion.

3. Avoid answering your own questions. Otherwise students will learn to wait until you give them the answer.

4. Follow up responses with the question "Why?"_ This will help the student who could not answer the initial question to understand how the answer was reached!

5. Limit the use of questions which rely almost completely on memory. The goal is to learn at higher cognitive levels beyond memorization. These questions might be good for a quick warm-up at the beginning of the session.

6. Follow up a response by fielding it to the rest of the group. This allows for multiple perspectives or opinions on a solution.

7. Avoid giveaway facial responses to responses. Showing negative reactions discourages future response.

8. Avoid labeling the degree of difficulty in a question. Never say, "This is an easy one…"If the student answers correctly, he or she won't feel proud. And it would feel twice as badly if the student answers incorrectly. Also, it will discourage the students that don't know the answer.

9. Invite students who are quiet/reluctant to participate. This goes along with being inclusive of everyone's opinions and perspectives.

10. Refer to previous student responses. This requires students to compare, justify, and question each others' responses to their own.

References:
Black, Beverly and Kaplan, Matt. A Guidebook for University of Michigan Graduate Student Instructors, 2000.
Johnson, David R. Every Minute Counts. Dale Seymour Publishing, 1982. pp. 8-16.

Want more?  Check out this handout on Open vs Closed Questions.