Questioning is an effective teaching element used to engage students in the classroom. Proposed questions and inquiries allow students to share conceptual understanding and often what is shared may be useful additions to the other students’ understanding. Providing planned questions and allowing students to answer them, allows for the circulation of new ideas and new information. Students are able to then respond and verbally process the information they are acquiring and the collaborative aspect can lead to deeper understanding for all. Questions allow a teacher to gauge understanding and provide an opportunity for the collection of feedback. In Models of Teaching by Bruce Joyce, Marsha Weil, and Emily Calhoun, research suggests that “inquiry-oriented curriculums appear to stimulate growth in other; apparently unconnected areas” (pg. 88, 2009).
As students consider the answer to questions, they connect important concepts to a larger framework and as active members of the discovering process, they are more likely to remember the information taught and apply critical thinking skills in the future. Additionally, asking students to come prepared to class with questions or inquiries provides a springboard for conversation about specific areas of confusion or interest. Questioning is a constructive teaching strategy for the collaborative collection of feedback. These aspects of questioning as a teaching strategy will be invaluable as a future educator. The link below provides basic but valuable information about how to effectively employ questioning in the classroom:
Questioning Strategies—University of Delaware’s Center for Teaching and Learning: http://cte.udel.edu/publications/handbook-graduate-assistants/questioning-strategies.html
Joyce, B., Weil, M., Calhoun, E. (2009). Models of Teaching. United States of America: Pearson Education, Inc.