The Art of Effective Questioning

7/23/2019 The Art of Effective Questioning

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The Art of Effective Questioning: Asking the

right question for the desired result.

The Value of questions

"Asking good questions is productive, positive, creative, and can get us what we want".1Most

people believe this to be true and yet people do not ask enough good questions. Perhaps one ofthe reasons for this is that effective questioning requires it be combined with effective listening.

Effective questions help you:

Connect with your clients in a more meaningful way

etter and more fully understand your client!s problem

"ave clients e#perience you as an understanding$ competent lawyer

%ork with your staff more effectively

"elp your staff take responsibility for their actions and solve problems within the

workplace more easily

Cross e#amine more effectively

&ake revealing depositions

'ather better information

(o more solution oriented problem solving

)mprove your negotiating skills

*educe mistakes

&ake the sting out of feedback

(efuse volatile situations

'et cooperation

Plant your own ideas


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Persuade people

Effective Questions

Effective questions are questions that are powerful and thought provoking. Effective questionsare open+ended and not leading questions. &hey are not ,why, questions$ but rather ,what, or

,how, questions. ,%hy, questions are good for soliciting information$ but can make people

defensive so be thoughtful in your use of them. %hen asking effective questions$ it is importantto wait for the answer and not provide the answer.

%hen working with people to solve a problem$ it is not enough to tell them what the problem is.

&hey need to find out or understand it for themselves. -ou help them do this by asking them

thought provoking questions. *ather than make assumptions find out what the person you aretalking to knows about the problem.

or e#ample: "What do you think the problem is?"

ehind effective questioning is also the ability to listen to the answer and suspend /udgment.

&his means being intent on understanding what the person who is talking is really saying. %hatis behind their words0 et go of your opinions so that they don!t block you from learning more

information. Pay attention to your gut for additional information.

Powerful Questions&he following are e#amples of typical questions. &hese questions can help you improve yourcommunication and understanding of the client or staff member.

1. Identification of issue:&hese questions can be used in client interviews and meetings$ settlement negotiations

and to work with others in solving problems.

%hat seems to be the trouble0

%hat do you make of 2222222220

"ow do you feel about 22222222222220%hat concerns you the most about 22222222222220%hat seems to be the problem0

%hat seems to be your main obstacle0

%hat is holding you back from 222222222222222220%hat do you think about doing 3 this way0


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4. Further information:&hese questions can be used in depositions and to find out what someone has already

done to resolve a work problem.

%hat do you mean by 22222222220

&ell me more about 222222222222222%hat else0

%hat other ways did you try so far0%hat will you have to do to get the /ob done0

5. utcomes:&hese questions can be used in settlement negotiations or while working with staff toplan how to do something.

"ow do you want 222222222222 to turn out0

%hat do you want0

%hat is your desired outcome0%hat benefits would you like to get out of 30

%hat do you propose0

%hat is your plan0

)f you do this$ how will it affect 22222222 0%hat else do you need to consider0

6. Taking Action:&hese questions can be used in working with staff.

%hat will you do0 %hen will you do it0

"ow will ) know you did it0%hat are your ne#t steps0

!istening as Part of Effective Questioning

&he client comes to you$ not only for your ability to win a lawsuit$ to negotiate a settlement$ ordraft a document$ but also for your wisdom. -ou evidence your understanding or wisdom by

listening to your client + not /ust asking questions or delivering the service.

%hen clients are listened to they feel understood and are more trusting of you. Effective listeningis a skill that requires nurturing and needs development. 7ince lawyers are smart$ the temptationis to get by with listening at a minimal level. &o connect with your client and have them

e#perience you as an effective lawyer requires you to maintain superior listening skills along

with asking effective questions.

actors that may work against effective listening include:


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1. 8 desire to keep control of the conversation.

4. 8s highly trained professionals$ lawyers want to demonstrate their intelligence and skills

so they often want to give the answer before they have fully heard the question.

5. istening may result in hearing the client e#press feelings and emotions and somelawyers are uncomfortable with emotions and feelings being e#pressed. &hey think it is

not within a lawyer!s role or that it is unprofessional to do so.

%hen we really listen to a client$ we begin to hear different levels of communication. 'etting to

a deeper level of understanding$ rather than coming up with an immediate answer$ is key to moreeffective problem solving. istening in this manner allows the client to come up with their own

solution or plan of action.

Consider the following different levels of listening:

!evel " !istening:%hen we are listening at level 1 our focus or attention is on how the words the other person is

saying affect ourselves with minimal concern for the person talking. %e listen for the words of

the other person to see how they affect us. &he attention is on me + what are my thoughts$/udgments$ issues$ conclusions and feelings. &here is no room to let in the feelings of the person

being ,listened, to. %hen listening at level 1 our opinions and /udgments arise. evel 1 listening

is appropriate when you are gathering information for yourself like getting directions or ordering

in a restaurant or a store.

!evel # !istening:

%hen we listen at level 4$ there is a deeper focus on the person being listened to. &his often

means not even being aware of the conte#t. 9ur awareness is totally on the other person. %enotice what they say as well as how they say it and what they don!t say. %e listen for what they

value and what is important to them. %e listen for what gives them energy or sadness orresignation. %e let go of /udgment. %e are no longer planning what we are going to say ne#t. %e

respond to what we actually hear.

!evel $ !istening:

%hen we listen more deeply than the two levels described above$ in addition to the conversation

we take in all information that surrounds the conversation. %e are aware of the conte#t and the

impact of the conte#t on all parties. %e include all our senses$ in particular our intuition. %econsider what is not being said and we notice the energy in the room and in the person we are

listening to. %e use that information to ask more effective questions.

!istening %kills as &art of Effective Questioning include:

Articulating

8ttention and awareness result in articulation and succinctly describing what we have learned

from our client. 7haring our observation clearly but without /udgment does this. %e can repeat


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back to our clients /ust what they said. %e can e#pand on this by articulating back to them what

we believe they mean. &his helps a person feel heard. or e#ample: ,%hat ) hear you saying is . .

.,

'larif(ing

Clarifying is a combination of asking and clearly articulating what we have heard. y asking

questions our client knows we are listening and filling in the gaps. %hen our client is being

vague$ it is important for us to clarify the circumstances. %e can assist them to see what they

can!t see themselves by making a suggestion. or e#ample: ,"ere!s what ) hear you saying. )s

that right0 ,

)eing 'urious

(o not assume you know the answer or what your client is going to tell you. %ait and be curious

about what brings them to see you. %hat motivates them0 %hat is really behind the meeting0

se your curiosity so that your ne#t question can go deeper.

%ilence'iving the person we are listening to time to answer questions is an important aspect of

listening. %aiting for the client to talk rather than talking for them is imperative for an effective

listener.

17mart ;uestions

http://www.coachingforchange.com/pub10.html

The Art of Questioning*.Posted by ddeubelon riday$ 1>

11

?this is part of the @Captive MindAseries of blog posts B publishing online and de+commercialiing thought.D

Teaching and the Art of Questioning

+Also seethis &ost. ,ownload: Teaching and the Art of questioninghandouts-

(eveloping the art of questioning can be as simple as practicing. )t is with practice that we gaincompetence and @patternA the process

ook at the question types below Ffrom low to high orderG. Choose one question$ ask it and then

give two follow up questions.
http://www.coachingforchange.com/pub10.htmlhttp://ddeubel.edublogs.org/author/ddeubel/http://ddeubel.edublogs.org/2010/11/26/the-art-of-questioning/http://ddeubel.edublogs.org/?s=captive+mindhttp://ddeubel.edublogs.org/2010/10/16/effective-questioning/http://ddeubel.edublogs.org/files/2010/11/Teaching-and-the-Art-of-questioning-2057hjb.dochttp://ddeubel.edublogs.org/files/2010/11/Teaching-and-the-Art-of-questioning-2057hjb.dochttp://ddeubel.edublogs.org/author/ddeubel/http://ddeubel.edublogs.org/2010/11/26/the-art-of-questioning/http://ddeubel.edublogs.org/?s=captive+mindhttp://ddeubel.edublogs.org/2010/10/16/effective-questioning/http://ddeubel.edublogs.org/files/2010/11/Teaching-and-the-Art-of-questioning-2057hjb.dochttp://www.coachingforchange.com/pub10.html


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ecalling /

%ho$ what$ when$ where$ how 22222220

Identif(ing Errors /

%hat is wrong with 22222220

'om&aring /

"ow is similar toHdifferent from22222220

Inferring /

%hat might we infer from 22222220%hat conclusions might be drawn from 22222220

Identif(ing Attri0utes and 'om&onents /

%hat are the characteristicsHparts of 22222220

Predicting /

%hat might happen if 22222220

'lassif(ing /

"ow might we organie into categories22222220

Ela0orating /

%hat ideasHdetails can you add to 22222220

'ive an e#ample of 2222222.

rdering /

8rrange into sequence according to 22222220

%ummari1ing /

Can you summarie 22222220

Esta0lishing 'riteria /

%hat criteria would you use to /udgeHevaluate 22222220

Identif(ing elationshi&s and Patterns /

(evelop an outlineHdiagramHweb of 22222220

Identif(ing 2ain Ideas /%hat is wrong with 22222220

%hat conclusions might be drawn from22222220

Verif(ing /

%hat evidence supports 22222220

"ow might we proveHconfirm 22222220

e&resenting /

)n what other ways might we showHillustrate 22222220


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Techniques of Effective Questioning

". Esta0lish an a&&ro&riate environment. 9nly certain questions should be posed in front of

studentsI @bedsideA FbeginningJ questions should focus principally on knowledge and recall andto a lesser e#tent on comprehension.

#. 'reate a climate conducive to learning. 8 happy facial e#pression$ nod$ or verbal

acknowledgement of a correct response encourages other students to participate in thediscussion. Pose questions in a non+threatening way and receive answers in a supportive fashion.

8 harsh tone$ especially when used to interrupt a response from the student$ can be devastating

for both the student and his or her peers.

$. Pre&are the students for the questioning session and discussion. E#plain to students the

format$ e#pectations$ and how this knowledge will help them.

3. 4se 0oth &re/&lanned and emerging questions.Pre+planned questions are those

incorporated into the teaching plan that are asked during the teaching session to introduce newconcepts$ focus the discussion on certain items$ steer the discussion in specific directions$ or

identify student knowledge H level on the topic. Emerging questions derive from the discussion

itself and the specific answers given to previous questions. &hink quickly and act decisively to

phrase these questions accurately and pose them at appropriate times in the discussion.5. 4se an a&&ro&riate variet( and mi6 of questions. 9ne good strategy is to start with

convergent questions and then continue with divergent questions$ perhaps asking questions inhierarchical sequence and building from the recall of facts to higher levels of thinking and

problem+solving. )f a question requiring a higher level thinking skill blocks the student$ go down

to a question requiring lower+level thinking skills and then work up the hierarchy.

7. Avoid trick questions and those that require onl( a 8E% or 9 res&onse . &rick questions

should be avoided$ as they frustrate students and tend to encourage frivolous responses. -E7 or

. Ada&t questions to the needs of the learners. 8ssess the studentsL needs and tailor

questions to ma#imie the number of correct answers while moving toward more and moredifficult questions. *emember$ no two groups of students will be alike or at the same level.

"". 4se sufficient wait time.&he teacher can significantly enhance the analytic and problem+

solving skills of students by allowing sufficient wait times before responding$ both after posing aquestion and after the answer is given. &his allows everyone to think about not only the question


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but also the response provided by the student. &hree to five seconds in most casesI longer in

some$ maybe up to 1> seconds for higher+order questions.

"#. es&ond to answers given 0( students.isten carefully to the answers given by studentsIdo not interrupt students while they are responding to questions unless they are straying far off

course$ are totally unfocused$ or are being disruptive. 8cknowledge correct answers and provide

positive reinforcement. (o not use sarcasm$ reprimands$ accusations$ and personal attacks.*epeat answers only when the other students have not heard the answersI other repeats waste

time. eep questioning until the learning ob/ectives for the session have been achievedI this may

be the best opportunity to teach a particular concept. "andle incomplete answers by reinforcingwhat is correct and then asking probing questions.

"$. 4se questions to identif( learning o0?ectives for follow/u& self/stud(. Pose questions

towards the end of the teaching session to identify specific areas for additional learning

opportunities that students can pursue on their own time.Adapted from: The office of curriculum development, niversity of Alberta

http:!!wwwuabedu!uasomume!cdm!

%atchthis videofrom &eacher.tv %hat do the e#perts say about questioning0 Complete thestatements below.

1. &he main purpose of asking questions is to find out

222222222222222222222222222222222222222222222222.

4. &he teacher has to help the students 22222222222222222.

5. @%hat do you think0A is a kind of 22222222222222222222

question.

6. %hat are the &eaching 7trategies discussed.

8J 22222222222222222222222222222222222222222222

J 222222222222222222222222222222222222222222222

CJ 222222222222222222222222222222222222222222222

(J 222222222222222222222222222222222222222222222

EJ 222222222222222222222222222222222222222222222

J 2222222222222222222222222222222222222222222222

;uestions give students confidence and let them e#press their learning and communicate.;uestions should be taught either e#plicitly or through practice at an early stage of student

English acquisition. ClassroomLs which are @quietA and where there is little student interaction in

English are often due to the students not being able to engage in @dialogueA. %hy0 ecause they
http://vimeo.com/23761736http://vimeo.com/23761736


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donLt know how to phrase the questions quickly and

correctly.

Activit( ":

Interviews@

)nterviews are a fundamental way of getting students to ask H make questions.

&he simplest way is get them to write down the questions theyLd like to ask a partnerHfriend. *ole

playing is even better. 'ive students a role play card and using the card$ they ask each other

questions about their @friendA to find out information. 7tart with a whole class interview and thenhave the students interview in pairs.

)f you really want to get @digitalA$ have your students interview (ave the @botA and then copy

and pasteHprint the interview and bring to class. &hey can then practice the interview in class for

othersN

Activit( #:

hat did (ou sa(B

)n 5s$ one student reads out a sentence$ leaving out a word. &he other students then ask the

follow up question.

E#ample: 8J ) went to JKOJKK2KF this weekend.J E#cuse me but$ where did he go this weekend0

CJ "e went to e/u )sland this weekend.

Activit( $:

Photo and word &rom&tsB

)n 5s$ students are shown photos Feither on a big screen or with flash cardsJ. &hey make aquestion each about the photo. &he ;uestion Making 7chematic F8ppendi# QJ can be used to

help students. 8lternately the @%ho H %hat H %here game can be played.

8ppendi# 5 illustrates a great orea oriented lesson using the same method.

Activit( 3:

'lass walkarounds C &ost it@

&his activity is meant to get students on their feet and speaking. 'ive students some post it notes.

9n one Post it note$ they write something about themselves. E#ample$ @) love potato chipsNA

7tudents then @post itA on themselves and walk around the class. &hey ask each other questionsabout the post it. 8fter one question$ they change to another person.


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E#ample: 8J %hat kind of potato chips do you like0

J ) really like sour crRme and onionN

F) hate morningsJ.8J %hat time did you get up today0

J ) got up at =:5> am N Schange partnersD

&his activity can even be @largerA by having students write questions on their post it notes.

7tudents walk around the class asking other students and @postingA the note on them. 8fter thewalkaround$ students return to their seat and with a partner$ use the post its to interview a partner.

Activit( 5:

'lass walkarounds C %urve(s D Find someone who@

7urveys and @find someone whoA activities are e#cellent at getting students asking questions.

'ive each student an inde# card. 8sk them to choose one question to ask the class on your given

topic. se @promptA words on the board to help students. Fsee 8ppendi# 4J.

7tudents walk around the class asking students and compiling the results on their inde# card

under -E7 Maybe questions D what is itB@


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F8ppendi# 6J &hese games are popular and any guessing game with ob/ects is great.

7ee www.4>q.net for a computer version. -our students will be amaedN

8lso for celebrities and famous people B see http:HHen.akinator.comHU

Activit(


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the arts c&rrentl" f&nded 0" the 4oc#efeller 5o&ndation. %he especiall"than#s teachers in (oston, Cam0rid!e, 6os An!eles, Pitts0&r!h, and %t. Pa&l

for their !enero&s cooperation. Wolf or#s ith Pro+ect ero, ar$ardni$ersit" :rad&ate %chool of )d&cation.

As# a teacher ho he or she teaches and, chances are, the anser is,


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The $er" a" in hich teachers as# 2&estions can &ndermine, rather than0&ild, a shared spirit of in$esti!ation. 5irst, teachers tend to monopolie the

ri!ht to 2&estion -rarel" do more than proced&ral 2&estions come fromst&dents ?Camp0ell 198/B. %econd, the 2&estion-dri$en e3chan!es that

occ&r in classrooms almost &niforml" ta#e place 0eteen teachers and

st&dents, hardl" e$er shiftin! so that 2&estions flo 0eteen st&dents.oreo$er, classroom 2&estionin! can 0e e3cl&si$e. 't can easil" 0ecome the

pri$ate preser$e of a fe- the 0ri!ht, the male, the )n!lish-spea#in!?)ric#son 197, )ric#son and %ch&lt 1981, all and %andler 198FB.

*&estions can em0arrass, rather than in2&ire. The" can lea$e a st&dent

feelin! e3posed and st&pid, more illin! to s#ip class than to 0e h&miliateda!ain ?(l" 198/B.

While this acco&nt of classroom 2&estionin! is !rim, it is also partial. 'n

ritin! Academic Preparation in the Arts ?Colle!e (oard 198B and or#in!on a st&d" of assessment in the arts f&nded 0" the 4oc#efeller 5o&ndation, '

ha$e spent a n&m0er of ho&rs in the 0ac# of classrooms. 5rom there ' ha$eseen s#illed teachers raise 2&estions that i!nited disc&ssion, offer a 2&estion

that promised to simmer o$er se$eral da"s, or p&rs&e a line of 2&estionin!

that led to &nderstandin!. Those teachers s&!!est a co&nter-portrait ofclassroom 2&estionin!, one that contains detailed cl&es a0o&t ho the

lan!&a!e of classroom dialo!&e can 0e &sed to esta0lish and s&stain not +&sta momentar" disc&ssion 0&t a lastin! climate of in2&ir". " e3amples

happen to come from arts and h&manities classrooms, 0&t ' can thin# of no

reason h" the" sho&ld not appl" in other s&0+ect areas as ell -!rantin!, of

co&rse, that transferrin! them ma" re$eal interestin! differences amon!s&0+ect areas.

oe$er, 0efore t&rnin! to these classroom o0ser$ations, ' ant to s&!!estthat the iss&e of hat 2&estions are as#ed and ho the" are posed is, or

o&!ht to 0e, part of a m&ch lar!er in2&ir". C&rrentl", there is a deep concerna0o&t ho -or e$en if e teach st&dents to thin#. There is startlin! e$idence

that man" hi!h school st&dents cannot dra inferences from te3ts,distin!&ish the rele$ant information in mathematics pro0lems, or pro$ide

and defend a thesis in an essa". We ha$e apparentl" de$eloped a s"stem of

ed&cation in hich rote learnin! occ&rs earl" and in2&ir" late. We teach thes#ills of scri0es and cler#s, rather than a&thors and mathematicians ?4enic#

198, Wolf et al. in pressB. We ha$e come to accept a $ie of ed&cation thatsees the e3perience of schoolin! lar!el" in terms of its poer to prod&ce

emplo"a0le, rather than intelli!ent, st&dents and that s&ffers from 0asic

conf&sion o$er the conflicts 0eteen pl&ralism and e3cellence ?6aerson198/B.


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)m0edded in this 0road concern, hoe$er, there is-or o&!ht to 0e-a secondcriti2&e-one that points o&t that the sit&ation of disad$anta!ed, minorit",

female, and handicapped st&dents is still more dire ?Gational Coalition ofAd$ocates for %t&dents 198B. 5or man" of them, s#ills s&ch as anal"sis,

h"pothesis testin!, disc&ssion, and essa" ritin! ma" not +&st 0e ta&!ht late

and mea!erl"-the" ma" 0e $irt&all" &na$aila0le. ence, hen e e3amines#illed 2&estionin! ?or instr&ction of an" #indB, it is essential to learn from

those teachers ho &nderstand ho to en!a!e a ide comm&nit" oflearners. As one colle!e teacher p&t it, t come alread" #noin!.s d ha$e to tal# the same a" the">$e 0een tal#in!. ' mean

ith the same #ind of emotion. Also ri!ht for that character-+&st hat the"

#no.Teacher= #a", "o&>re on.


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Reflective Questions.When teachers as# reflecti$e 2&estions, the" areinsistin! that st&dents as# themsel$es= $e listened to &p &ntil no,


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dri$in! and thin#in!. s&all" hen somethin! 0ad is a0o&t to happen or did+&st happen.

%ession F ?se$eral da"s laterB

Teacher= Wh" does 5it!erald 0other to mention the )c#le0er! si!n, hen

there are pro0a0l" h&ndreds alon! the a"E%t&dent= a"0e it>s an odd si!n. %ee, it>s this !iant pair of !lasses that are&p there ad$ertisin! an oc&list, "o& #no, an e"e doctor.

Teacher= Wh" didn>t 5it!erald ma#e )c#le0er! a 0&mper stic#er, instead of a

0ill0oardE%t&dent= >Ca&se if he>s a 0ill0oard he can loo# o&t.... e>s li#e a !od, &p

a0o$e e$er"thin!.Teacher= Wh" is he located o&t there 0eteen )ast and West )!!E

%t&dent= a"0e >ca&se it>s li#e 0ein! stranded, li#e in hea$en, aa" fromthin!s.

Teacher= Wh" do "o& thin# he>s an oc&listE

%t&dents= ?p&led, sli!htl" e3asperated at 0ein! made to di! li#e thisB5it!erald said. . . 0eca&se he>s an ad for an oc&list. The !&" ho p&t him &p

there as an oc&list.Teacher= (&t it co&ld ha$e 0een a car dealer, too. Wh" those enormo&s

"ello spectaclesE

%t&dent= Ieah.... ?pa&ses, thin#in!B a"0e that sa"s somethin! a0o&t theidea of atchin! and seein!.... 't>s not ordinar" e"es, it>s e3traordinar"

e"es... li#e the e"es of :od, he ta#es it all in.Teacher= 4emem0er hat "o& said a0o&t hen he shos &pE

%t&dent= When there>s e$il-li#e +&d!ment.

This arc of 2&estionin! allos information to accr&e a #ind of satisf"in!depth and comple3it". :rad&all", the st&dent pieces to!ether an idea of

)c#le0er! as a atchin! !od- loo#in! o&t, 0ein! raised a0o$e, apart, as if in

hea$en, seein! all. 't is almost as if the 2&estions posed form a #ind ofcatal# of realia0le possi0ilities alon! hich a st&dent can mo$e toard

ne insi!hts ?6&ria 197/, J"!ots#" 1978, Wertsch, 1978B.

The Authenticity of Questions

an" of the 2&estions that occ&r in classrooms aren>t !en&ine. %ome-s&chas,


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en!a!ed in serio&s in2&ir", in hich 2&estions f&nction as 0ona fide tools forthin#in! and &nderstandin!.

ne important occasion on hich st&dents see teachers as# !en&ine

2&estions is hen a teacher tries serio&sl" and persistentl" to !et to the

0ottom of hat a st&dent is after 0&t cannot e3press or attain. ere is ast&dent tr"in! to rite a0o&t h" To Hill a oc#in!0ird is a !ood title forarper 6ee>s no$el. e has opened ith Attic&s>s 2&ote a0o&t not #illin!

moc#in!0irds 0&t cannot fi!&re o&t ho to !et from the 2&ote to the

introd&ctor" para!raph of the essa".

Teacher= Io& ha$e a 2&ote and then "o& need to !et into the part a0o&t

hat happens in the 0oo#, ri!htE%t&dent= Ies ?anno"ed; he can smell that reritin! is comin!B.

Teacher= ' thin# "o& need a transition 0eteen the to.

%t&dent= ' #no, 0&t ' don>t ant to so&nd st&pid 0" tellin! them ?$er" sloand pedanticB= This-is-m"-0rid!e-0eteen-these-to-tho&!hts.

Teacher= 's it the idea that "o& don>t li#e or that it so&nds so o0$io&sE%t&dent= 't so&nds so d&m0.... ' don>t ant to 0e someone in the stor".

Teacher= ?not s&re hat he means "etB 6et>s thin# a0o&t a comforta0le a"

for "o& to ma#e the connection. What a0o&t if "o& ha$e somethin! li#e, t 0e in the stor".

Teacher= o>s that "o& 0ein! in the stor"E

%t&dent= 't>s me e3plainin! somethin!.Teacher= (&t an essa" is a place here "o& do e3plain.%t&dent= ' +&st ant to !o on ith hat happens in the stor". The">ll

&nderstand the connection.

Teacher= #a", ho a0o&t sa"in! somethin! li#e,


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ne-on-one e3chan!es are not the onl" occasions on hich !en&ine2&estions arise. 5or instance, in arts classes -as ell as in histor" and

science classes-there are often chances to st&d" the a" a partic&lare3perience is interpreted 0" different indi$id&als= a trip to see a s&rrealistic

interpretation of amlet or a 0rea#nec# performance of a (rahms s"mphon".

Alternati$el", teachers ha$e the option of shoin! st&dents that deep intoad&lthood people r&n into serio&s 2&estions that ma" cons&me or p&le

them, or ma" !i$e them deep pleas&re to sol$e, or 0oth. A partic&lar danceteacher comes to mind. 'n tal#in! a0o&t her teachin! she sa"s=


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those lines of raindrops and stars.?%he points to strips of painted and drop-li#e shapes in the 0order.B

Peter= (&t ma"0e those are +&st decorations. o do e #no that those areraindropsE a"0e the" are +&st patterns li#e the chec#er0oard in the other

shirt.

Thro&!h their 2&estions teachers ha$e the poer to offer opport&nities fordialo!&e to partic&lar !ro&ps of st&dents or to ithhold opport&nities from

them. Alon! these lines, in a 198F st&d", all and %andler fo&nd that, hen

compared to their female peers, "o&n! males are m&ch more li#el" to as#2&estions and to ha$e them ansered in a serio&s a". inorit" st&dents>

participation in classroom disc&ssion is similarl" endan!ered. We #no thatsometimes there are c&lt&rall" or!anied differences 0eteen classroom and

home re!ardin! the appropriateness of as#in! 2&estions, the r&les a0o&tho can 0e 2&estioned, or hat forms in2&iries sho&ld ta#e ?(o!!s 197F,

eath 198B. Iet, hen minorit" st&dents fail to +oin in classroom in2&ir",

teachers ma" interpret their hesitation, not as &ncertaint" a0o&t the r&les ofcomm&nication, 0&t as lac# of a0ilit", and ma" cease to consider them

$al&a0le, contri0&tin! mem0ers of a class ?(remme and )ric#son 1977,)ric#son 197, )ric#son and %ch&lt 1981.B

Clearl", teachers can &se 2&estions to em0arrass or to empoer. 5or

instance, 2&estions can 0e desi!ned to smo#e o&t !&ilt" parties-st&dentsho didn>t do their homeor#, ho fail to anser 2&ic#l" eno&!h, or ho

can>t thin# on their feet. (&t it is e2&all" possi0le to &se 2&estions to

promote st&dents> sense of themsel$es as #noled!ea0le and s#illed. Th&s,

e$en tho&!h the st&dent in the folloin! e3ample does not "et #no hatshe thin#s, her teacher ta#es her search 2&ite serio&sl". 'n 0ac# of his2&estions is the ass&mption that the st&dent can come to #no.

?'n a print-ma#in! class, a teacher leans o$er a lar!e linole&m print ith a

st&dent.BTeacher= What>s 0otherin! "o& a0o&t itE

%t&dent= ' li#ed the idea, 0&t ' don>t li#e the print.Teacher= 6et>s trac# don here "o& lost it. :et o&t "o&r portfolio.

?At this +&nct&re the" p&ll o&t the st&dent>s portfolio and t&rn to the shea$es

of s#etches and trial r&ns of the print. BTeacher= #a", pa!e thro&!h these &ntil "o& come to the one here thin!s

!o ron! for the first time.?The st&dent st&dies the portfolio, findin! the moment hen the ori!inal

incised-line print is c&t aa" drasticall", lea$in! onl" the o&tlines of the

face.B%t&dent= That>s here ' don>t li#e it.

Teacher= a$e a caref&l loo# and tell me hat e3actl" chan!ed.


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%t&dent= ' can>t tell.Teacher= #a", tal# o&t lo&d a0o&t each part of it, the hair, the s&n, the

nec#-h" are the" there, hat>s in them, hat do "o& ant them to doE

ad there 0een a $ideotape of this e3chan!e, it o&ld ha$e re$ealed still

another le$el at hich 2&estions em0arrass or empoer= non$er0alperformance. The teacher loo#s at the st&dent hen he poses 2&estions; hest&dies the prints hen she does; he respects, rather than c&ts off, the

st&dent, e$en hen she !ropes for an anser; he aits for her to form&late

a repl". %t&dies of +&st these #inds of s&0tle phenomena- s&ch as, ho lon!a teacher aits for a repl"-indicate that small chan!es, e$en in the

non$er0al inte!rit" of 2&estionin!, can ha$e meas&ra0le effects on the2&alit" of classroom in2&ir" ?To0in 198/B.

Then Why So Fe Questions!

Teachers #no 2&estions to 0e one of their most familiar- ma"0e e$en one

of their most poerf&l-tools. (&t if o0ser$ations are acc&rate, m&ch ofclassroom in2&ir" is lo-le$el, short, e$en e3cl&si$e or harsh. oreo$er,

these 2&alities t&rn o&t to 0e remar#a0l" resistant to chan!e. Th&s, an earl"st&d" of 2&estionin! done in 191F ?%te$ens 191FB fo&nd that to-thirds of

classroom 2&estions re2&ired nothin! more than direct recitation of te3t0oo#

information. Go, more than 7@ "ears after the ori!inal st&d", researchs&!!ests that /@ percent of the 2&estions st&dents hear re2&ire fact&al

ansers, F@ percent concern proced&res, and onl" F@ percent re2&ireinference, transfer, or reflection ?:all 197@B.

Wh" is this the caseE ere, ironicall", here the $ital iss&e of hat f&els or

e3plains these persistent patterns of 2&estionin! emer!es, there is little orno research. (&t each time that ' ha$e tal#ed ith teachers a0o&t

2&estionin!, the" ha$e had e3planations. While teachers freel" admit the"

ha$e collea!&es ho are simpl" not interested in the or# of 2&estionin!,the" also point o&t that there are h&rdles e$en for the committed. ere, in

their on ords, are some thin!s the" ha$e pointed o&t to me.

't ta#es s#ill and practice to 0&ild a climate of in2&ir", and there are fe

for&ms in hich teachers can 0e helped in -or rearded for-this endea$or.


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t find thatE Do "o& stop to teach itE And ho

do "o& teach it, an"a"E thin! is to 0e 2&iet and respect the teacher, #ids ho ar!&e for the

sa#e of ar!&in!, !irls ho ta#e neatl" indented notes and ne$er sa" a ord,

0o"s ho li#e hearin! themsel$es tal#. o do "o& ma#e it or# for all ofthemE

0est 2&estions do= ran!e, arc, a&thenticit". (&t if the s&m is !reater than theparts, there mi!ht 0e an additional 2&alit"-call it a capacit" for 2&estion

findin! ?:etels and Csi#sentmihal"i 197/B. *&estion findin! is the a0ilit" to

!o to a poem, a paintin!, a piece of m&sic-or a doc&ment, a mathematicaldescription, a science e3periment-and locate a no$el direction for

in$esti!ation. This a0ilit" is diffic&lt to teach directl", "et it ma" 0e one of themost important 0"prod&cts of learnin! in an ed&cational climate in hich the

2&estions as#ed are $aried, orth p&rs&it, a&thentic, and h&manel" posed.

ere :ertr&de %tein comes to mind. As she la" ill, someone approached and

as#ed,


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(r&ner, .


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6&ria, A. J. Co!niti$e De$elopment= 'ts %ocial and C&lt&ral 5o&ndations.Cam0rid!e, assach&setts= ar$ard ni$ersit" Press, 197/.

ehan, . 6earnin! 6essons= %ocial r!aniation in the Classroom.

Cam0rid!e, assach&setts= ar$ard ni$ersit" Press, 1979.

ehan, . i!h> 5orms of 6iterac".


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K Colle!e )ntrance )3amination (oard. All ri!hts reser$ed. The


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world through their eyes$ to get down on all fours and be curious with them. &he 8rt of

;uestioning fans this flame of inquisitiveness that burns in the heart and mind of everyone.

&he 8rt of ;uestioning begins in the curiosity of those who e#plore with you.

7tart with their curiosity$ then e#tend the opportunity for learning as far as it will stretch. &ry tolead the answers out of people$ guide them along from one logical question to the ne#t$ and

throw them tidbits of partial answers on the way$ until they arrive at the answer they seek for

themselves.

&his doesn!t mean to never give answers to questions. ust remember that answers can bringabout a swift end to curiosity. 7ometimes$ you do want to give answers and pass on information

and clear instructions. "owever$ try to wait to give answers until you see real$ sincere readiness

to receive them. &his art is like planting seeds.


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beginner!s mind engaged them both for longer and longer stretches$ as over the years such

genuine open+minded fascination became the norm. &he more they learned$ the greater their

humility in realiing what they didn!t know. &hrough &om!s modeling$ on learned how to track$but more importantly$ how to learn.

&o learn more about the 8rt of ;uestioning Fand other creative teaching ideasJ check out:Coyote!s 'uide to Connecting with


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1. 8sk a question that the person can answer. &his builds their confidence in their ability to

answer what is asked of them Fand also shows the questioner some of what the student

knowsJ.

4. 8sk a question that is on the edge of their awareness and knowledge$ but which sHhe can

still answer with some reflection and thoughtI and

5. 8sk a question that is beyond their ability to answer and which opens up a new realm of

what is possible.

8sking questions is a balancing act B it can be applied in ways that are both helpful andpotentially hurtful to the student. &his is where questioning becomes an @art.A &he questioner

must pay attention to the personLs body language$ which reveals many things that words do not.

8 personLs body will say when a person is engaged as well as when they are disinterested. &heresponse of the questioner to these cues B which are both obvious and subtle B can be the

difference between someone who becomes engaged and one who has a negative e#perience.

ike anything elevated to an artform$ the art of questioning takes practice and time to dance with

the skills of questioning in an artful way. 8 helpful habit$ though$ is the questionerLs willingnessto ask questions of him+ or herself. or instance$ @"ow well am ) paying attention to this

person0A )n the end$ though$ the art of questioning is a great resource for life+long learning that

can be applied by most any person in most any situation.

$aul %oughtaling is a naturalist and tracker %e worked for a number of years as an instructorat Wilderness Awareness &chool %e was also an editor for the'amana (aturalist Training

$rogram, which often uses the art of questioninghttp://www.natures(ills.com/mentoring/art-of-questioning/

%ocratic questioningFor %ocratic maieuticsJS1Dis disciplined questioningthat can be used to

pursue thoughtin many directions and for many purposes$ including: to e#plore comple# ideas$

to get to the truthof things$ to open up issues and problems$ to uncover assumptions$ to analyeconcepts$ to distinguish what we know from what we don!t know$ to follow out logical

implicationsof thought or to control the discussion. &he key to distinguishing 7ocratic

questioning from questioningper seis that 7ocratic questioning is systematic$ disciplined$ deepand usually focuses on fundamental concepts$ principles$ theories$ issues or problems.

7ocratic questioning is referred to in teaching$ and has gained currency as a concept in education

particularly in the past two decades.Scitation neededD&eachers$ students or indeed anyone interested in

probing thinking at a deep level can and should construct 7ocratic questions and engage in thesequestions.S4D

'ontents
http://www.kamana.org/http://www.kamana.org/http://www.natureskills.com/mentoring/art-of-questioning/http://en.wikipedia.org/wiki/Maieuticshttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-1http://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Thoughthttp://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Logical_consequencehttp://en.wikipedia.org/wiki/Logical_consequencehttp://en.wikipedia.org/wiki/Logical_consequencehttp://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Wikipedia:Citation_neededhttp://en.wikipedia.org/wiki/Wikipedia:Citation_neededhttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-2http://www.kamana.org/http://www.kamana.org/http://www.natureskills.com/mentoring/art-of-questioning/http://en.wikipedia.org/wiki/Maieuticshttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-1http://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Thoughthttp://en.wikipedia.org/wiki/Truthhttp://en.wikipedia.org/wiki/Logical_consequencehttp://en.wikipedia.org/wiki/Logical_consequencehttp://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Wikipedia:Citation_neededhttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-2


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1 Pedagogy

4 Psychology

5 7ee also

6 *eferences

Pedagog(

%hen teachers use 7ocratic questioning in teaching$ their purpose may be to probe student

thinking$ to determine the e#tent of student knowledge on a given topic$ issue or sub/ect$ tomodel 7ocratic questioning for students or to help students analye a concept or line of

reasoning. )t is suggested that students should learn the discipline of 7ocratic questioning so that

they begin to use it in reasoning through comple# issues$ in understanding and assessing the

thinking of others and in following+out the implications of what they and others think. )n fact$7ocrates himself thought that questioning was the only defensible form of teaching.

)n teaching$ teachers can use 7ocratic questioning for at least two purposes:

&o deeply probe student thinking$ to help students begin to distinguish what they know or

understand from what they do not know or understand Fand to help them develop

intellectual humility in the processJ.

&o foster students! abilities to ask 7ocratic questions$ to help students acquire the

powerful tools of 7ocratic dialogue$ so that they can use these tools in everyday life Fin

questioning themselves and othersJ. &o this end$ teachers can model the questioningstrategies they want students to emulate and employ. Moreover$ teachers need to directly

teach students how to construct and ask deep questions. eyond that$ students need

practice to improve their questioning abilities.

7ocratic questioning illuminates the importance of questioning in learning. )t illuminates thedifference between systematic and fragmented thinking. )t teaches us to dig beneath the surface

of our ideas. )t teaches us the value of developing questioning minds in cultivating deep learning.

)ntegrating 7ocratic questions in the following manner in the classroom helps develop active$independent learners:S5DSunreliable source?D

1. 'etting students to clarif( their thinking

eg.$ V%hy do you say that0L$ VCould you e#plain further0L

4. Challenging students about assumptions

eg.$ V)s this always the case0L$ V%hy do you think that this assumption holds here0L
http://en.wikipedia.org/wiki/Socratic_questioning#Pedagogyhttp://en.wikipedia.org/wiki/Socratic_questioning#Psychologyhttp://en.wikipedia.org/wiki/Socratic_questioning#See_alsohttp://en.wikipedia.org/wiki/Socratic_questioning#Referenceshttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-3http://en.wikipedia.org/wiki/Wikipedia:Identifying_reliable_sourceshttp://en.wikipedia.org/wiki/Wikipedia:Identifying_reliable_sourceshttp://en.wikipedia.org/wiki/Wikipedia:Identifying_reliable_sourceshttp://en.wiktionary.org/wiki/assumptionhttp://en.wikipedia.org/wiki/Socratic_questioning#Pedagogyhttp://en.wikipedia.org/wiki/Socratic_questioning#Psychologyhttp://en.wikipedia.org/wiki/Socratic_questioning#See_alsohttp://en.wikipedia.org/wiki/Socratic_questioning#Referenceshttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-3http://en.wikipedia.org/wiki/Wikipedia:Identifying_reliable_sourceshttp://en.wiktionary.org/wiki/assumption


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5. Evidenceas a basis for argument

eg.$ V%hy do you say that0L$ V)s there reason to doubt this evidence0L

6. Alternativeviewpoints and perspectives

eg.$ V%hat is the counter argument for0L$ VCanHdid anyone see this another way0L

Q. Im&lications and consequences

eg.$ Vut if...happened$ what else would result0L$ V"ow does...affect...0L

=. Question the question

eg.$ V%hy do you think that ) asked that question0L$ V%hy was that question important0L$

V%hich of your questions turned out to be the most useful0L

&he art of 7ocratic questioning is intimately connected with critical thinkingbecause the art of

questioning is important to e#cellence of thought. %hat the word ,7ocratic, adds to the art ofquestioning is systematicity$ depth$ and an abiding interest in assessing the truth or plausibility of

things.

Critical thinking and 7ocratic questioning both seek meaning and truth. Critical thinkingprovides the rational tools to monitor$ assess$ and perhaps reconstitute or re+direct our thinking

and action. 7ocratic questioning is an e#plicit focus on framing self+directed$ disciplined

questions to achieve that goal.

Ps(cholog(

7ocratic questioning has also been used intherapy$ most notably as a cognitive restructuring

technique in cognitive therapy$ ogotherapyand Classical 8dlerian psychotherapy. &he purpose

here is to help uncover the assumptions and evidence that underpin people!s thoughts in respect

of problems. 8 set of 7ocratic questions in cognitive therapy to deal with automatic thoughts thatdistress the patient:S6DSQD

1. *evealing the issue: V%hat evidence supports this idea0 8nd what evidence is against its

being true0L

4. Conceiving reasonable alternatives: V%hat might be another e#planation or viewpoint ofthe situation0 %hy else did it happen0L

5. E#amining various potential consequences: V%hat are worst$ best$ bearable and most

realistic outcomes0L

6. Evaluate those consequences: V%hatLs the effect of thinking or believing this0 %hatcould be the effect of thinking differently and no longer holding onto this belief0L
http://en.wikipedia.org/wiki/Evidencehttp://en.wikipedia.org/wiki/Critical_thinkinghttp://en.wikipedia.org/wiki/Therapyhttp://en.wikipedia.org/wiki/Therapyhttp://en.wikipedia.org/wiki/Cognitive_restructuringhttp://en.wikipedia.org/wiki/Cognitive_restructuringhttp://en.wikipedia.org/wiki/Cognitive_therapyhttp://en.wikipedia.org/wiki/Logotherapyhttp://en.wikipedia.org/wiki/Classical_Adlerian_psychotherapyhttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-Beck1995-4http://en.wikipedia.org/wiki/Socratic_questioning#cite_note-CBT-5http://en.wikipedia.org/wiki/Evidencehttp://en.wikipedia.org/wiki/Critical_thinkinghttp://en.wikipedia.org/wiki/Therapyhttp://en.wikipedia.org/wiki/Cognitive_restructuringhttp://en.wikipedia.org/wiki/Cognitive_therapyhttp://en.wikipedia.org/wiki/Logotherapyhttp://en.wikipedia.org/wiki/Classical_Adlerian_psychotherapyhttp://en.wikipedia.org/wiki/Socratic_questioning#cite_note-Beck1995-4http://en.wikipedia.org/wiki/Socratic_questioning#cite_note-CBT-5


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Q. (istancing: V)magine a specific friendHfamily member in the same situation or if they

viewed the situation this way$ what would ) tell them0L

Careful use of 7ocratic questioning enables a therapist to challenge recurring or isolatedinstances of a person!s illogical thinking while maintaining an open position that respects the

internal logic to even the most seemingly illogical thoughts.

%ee also

7ocratic method$broader set of techniques$ of which questioning is /ust a part.

7ocratic dialogue$ a literary genre$ not directly related.

Critical thinking

)nterrogation

(ialogue with Meno!s slave

)ntellectual virtue

Cross+e#amination

eferences

1. acques runschwig$ 'eoffrey Ernest *ichard loyd FedsJ$A )uide to )reekThought: #a*or +igures and Trends$ "arvard niversity Press$ 4>>5$ p. 455.

4. Paul$ *. and Elder$ . F4>>=J. The Art of &ocratic uestioning. (illon each$ C8:

oundation for Critical &hinking.

5. V9utstanding &eachingL. .

6. udith 7. eck F1WWQJ. -ognitive Therapy: .asics and .eyond. 'uilford Press.

p. 1>W. )7+YWY=4+Y6X+>. *etrieved 4Q May 4>11.

Q. Eliabeth eglic. ,Cognitive ehavioral &echniques,. Therapeutic /nterventions.ohn ay College of Criminal ustice$C


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5. V9utstanding &eachingL. .

6. udith 7. eck F1WWQJ. -ognitive Therapy: .asics and .eyond. 'uilford Press.

p. 1>W. )7+YWY=4+Y6X+>. *etrieved 4Q May 4>11.

Q. Eliabeth eglic. ,Cognitive ehavioral &echniques,. Therapeutic /nterventions.ohn ay College of Criminal ustice$C


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5J 8 sufficient number of questions should be asked to stimulate learners to activity. &here

should not be too many questions to the e#tent that they require a minimum of thought and the

giving of very short or one+word answers. &oo many questions lead to too much teacher activityand not enough on the part of the learners.

6J 8 teacher should refrain from repeating questions. 8ttention is challenged when questions arenot repeated. "owever$ if for some legitimate reasons$ the learners did not hear or understand the

question$ then$ of course$ the question has to be repeated. &his technique also applies to repeatinganswers. *epeating answers merely wastes time and encourages inattention.

QJ ;uestions should be evenly distributed so that the ma/ority of the pupils can take part in the

discussion. (ifficult questions should be asked of those who are deemed to be bright. 8 teachershould encourage all learners to share in the group thinking at all times.

=J 8 teacher should avoid resorting to any mechanical system of fielding questions to the class$

such as by alphabetical order$ or row by row. earners catch on to these devices$ thus resulting to

inattention.

XJ 8 teacher should ask questions that are really interesting and thought+provoking. eadingquestions$ questions which give away answers$ one+word answer questions$ and the like may

result to boredom on the part of the learners.

8s important as the skillful asking of questions is the manner in which the teacher handles the

answers of the learners. &he following techniques are suggested for the teacher to observe inhandling learner responses to his questions:

1J 8 teacher should make every effort to show an appreciative attitude toward learner answers.

&he learners should be made to feel free to do their best. &hey should be allowed to makemistakes without fear of recrimination$ but they should not be abetted either in doing carelesswork. %hen the learner does not answer correctly$ the teacher can ask further questions to help

the learner discover for himself why his original answer was wrong. &he teacher should refrain

from giving sarcastic comments to wrong answers.

4J 8 teacher should never allow incorrect answers to slip byI otherwise the learners will adopt

wrong facts and concepts. 8ny portion of an answer that is correct should be recognied$ but any

part of an answer that is incorrect should be corrected. &his can be done by the teacher pointing

out the error himself or by throwing the question to the class for discussion.

5J Correct answers of learners should be followed with encouraging remarks by the teacher.Commendation should be /udged by the nature of the response.

6J Clarity in every point e#pressed by the learners should be insisted upon by the teacher. )f a

learner fails to make a point clear$ the teacher can ask him to elaborate.


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QJ 8nswering in concert should be discouraged. 8llowing the whole class to shout the answers

aloud will result in classroom chaos. )t will also give the lay or inattentive learner the chance to

go unnoticed.

=J 8 teacher should encourage learners to answer in a loud and clear voice. 8 learner!s response

should be heard by the entire class. &his is especially important when the learner!s answer will bethrown to the class for the other learners to comment on.

XJ earners should be encouraged to answer in complete thought units and grammatically correctstatements. Every teacher should be concerned with the development of correct e#pression$

whatever sub/ect he teaches. "e should insist upon correct forms of e#pression in order that they

may become habitual to the learners.

YJ 8 teacher should refrain from marking the learners in his record book during the classrecitation. 7uch a procedure is probably the worst way to handle a learner!s response. &his will

reduce the recitation to the level of the old+style recitation which creates nervous tension among

learners and may paralye critical thinking and hamper spontaneity.

Even with the teaching formula of ,assign$ study$ recite$ test, of the traditional school$ the abilityto ask questions was a necessary art. )n fact$ the traditional classroom at all levels was dominated

by activities of the question+and+answer type. &he question in the modern school serves a wide

range of purposes. Consequently$ the teaching skill of questioning has become more complicatedand difficult with the emphasis on comprehension and intellectual understanding of facts learned.

&eachers must$ therefore$ learn to perfect the art of questioning$ and these suggested techniques

will help them a great deal.

eal teaching means real learning

Coming together to create a real learning environment for students

9pen ended Math Pro/ects and essons

acebook in Math Class

&opics ) can speak about.

Thursda(; 2a( "3

'ross 'om&etencies in Al0erta

)n 4>1=$ the 8lberta 'overnment is going to remove the ,silos of learning, occurring in ourschools.


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numeracy. "ere is an e#ample of a problem that a student could face$ with e#amples of how

different grades could react to this problem.

-our community is planning to build a new recreation centre and is looking for residents of the

area to share ideas. -ou have the opportunity to offer your suggestions to the planning

committee. &hink about the activities you would like to do at the centre. *esearch what othercommunities offer at their recreation centres. Considering the needs and interests of your

community$ select a format that will best communication your ideas to the planning committee.

se your research to support your ideas.

E#amples of how certain grades could address this task.

'rade 1+ ,%e looked at pictures of really cool rec centres. &hen we drew pictures of things we

want in our new rec centre like indoor soccer fields and rinks for learning to skate.,

'rade Y+ ,) worked collaboratively with my skateboarding friends to create a PowerPointpresentation for the committee. %e would like a skateboarding park because we need a safe

place to ride and learn new tricks.,'rade 14+,) wrote a speech advocating for a public library in the centre$ recorded it as a podcast$

and submitted a copy to the planning committee,

8s you can see that the passions and interests of the students are /ust as important as the learning

outcomes and content of the lesson. 8lso you can see how many sub/ect areas could be involved

in this problem. )n 4>1=$ cross+curricular competencies will be implemented. "ere is a diagramof the competencies.


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"ow will these fit in with ,earning 9utcomes, and the ,iteracy and


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The Art of Effective Questioning

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