Asking Questions

Asking questions in class is an important teaching skill that encourages students to think and learn. Students’ answers also help faculty assess their learning. However, not all questions effectively do that. Questions you ask your students should “capture students’ attention, arouse their curiosity, reinforce important points, and promote active learning” (Davis, 1993).

Consider using the following tactics for effective questioning:

• Ask one question at a time because multiple questions at once may confuse the students;
• Avoid yes/no questions and ask “how” and “why” questions instead;
• Pose questions that lack a single right answer to elicit discussion about a variety of theories and possible answers;
• Ask focused questions because overly broad questions may steer discussion off topic;
• Avoid leading questions to allow for a range of possible answers;
• Pause in silence after you ask a question to allow for students to think about the answer;
• Search for consensus on correct responses by involving other students in discussion;
• Ask questions that require students to apply knowledge and demonstrate their understanding rather than just asking them “Do you understand?”, to which the answer is yes or no;
• Structure your questions to encourage student-to-student interaction by asking them to respond to one another;
• To encourage the quiet students in the class, pose your questions as if you’re musing on it such as “I wonder if …”, rather than seeking right or wrong answers such as “What is the definition of …”;
• Use probing strategies by asking follow-up questions such as asking for specifics, clarification, relationships, explanation, etc.;
• When talking to a student, move around the room to include other students in the discussion.

Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.