Asking Questions to Improve

Learning
 Role of asking questions in active
learning
• Active learning extends beyond the
classroom.
• When you ask questions in the classroom, you
are modeling/forming a process that students
can and should use themselves; encourage
your students to use the following
questioning strategies to assess what they
have learned, to develop their thinking skills,
and to study for exams.
General Strategies for Asking Questions
General Strategies for Asking Questions

• When planning questions, keep in mind your

course goals.
• Aim for direct, clear, specific questions.
• In class discussions, do not ask more than
one question at once.
• Follow a “yes-or- no” question with an
additional question. (evidence or an example)
Asking questions throughout the class

• Asking questions throughout the class will

not only make the class more interactive,
• but also help you measure and improve
student learning. Do not save the last two
minutes of class for questions.
Ask a mix of different types of questions.

• You should use “closed” questions, or

questions that have a limited number of
correct answers, to test students’
comprehension.
• “Open” questions are often the most effective
in encouraging discussion and active learning
in the classroom..
 Close-Ended Questions -1
• If you can answer a question with only a "yes" or "no" response,
then you are answering a close-ended type of question.
• Examples of close-ended questions are:
• Are you feeling better today?
• May I use the bathroom?
• Will you please do me a favor?
• Have you already completed your homework?
• Is that your final answer?
• Are you planning on becoming a teacher?
• Is it wrong to want to live on my own at this age?
• Can we make dinner together tonight?
• Did that man walk by the house before?
• Can I help you with that?
• Would you like to go to the movies tonight?
• Is math your favorite subject?
• Does four plus four equal eight?
• Are you happy?
 Close-Ended Questions -2
Close-ended questions can be answered in only one
word or very short phrase.
• Where did you go to college?
• What is your best quality?
• Are you happy?
• Do you enjoy your car?
• Does your brother have the same interests as you?
• Do you have a big house?
• Do you like animals?
• When is your birthday?
• Do you like rain?
 Open-Ended Questions
Open-ended questions are ones that require more than one word
answers.

• What are you planning to buy today at the supermarket?

• What is your favorite memory from childhood?
• What was your high school experience like?
• What is it like to live in Erbil?
• How do you manage to raise those children alone?
• What is the matter with the people in that class?
close-ended questions turn into open-ended
questions
Here are some examples of these close-ended questions turned
into open-ended questions - to keep the conversation going:
• Do you like animals and why?
• Do you like rain and what do you usually do during rain storms?
• What is your favorite flavor of ice cream and why?
• How did you meet Joe?
• What are some of the things that bring you the most joy?
• Why did you decide to purchase a Volvo?
• What interests do you and your brother share, and which
interests do you not share?
Responding Effectively
Wait for students to think and formulate
responses.
• Waiting 5-10 seconds will increase the number
of students who volunteer to answer
• and will lead to longer, more complex answers.
• If students do not volunteer before 5 seconds
have passed, leave off from answering your
own question.
• If the students are unable to answer after
sufficient time for thinking has passed,
rephrase the question.
Do not interrupt students’ answers.

• You may find yourself wanting to interrupt

because you think you know what the
student is going to say.
• Hearing the students’ full responses will
allow you to give them credit for their ideas
and to determine when they have not yet
understood the material.
Show that you are interested in students’
answers, whether right or wrong.

• Encourage students
• when they are offering answers by nodding, looking at
them,
• and using facial expressions that show you are
listening and engaged.
• Do not look down at your notes while they are
speaking.
Develop responses that keep students
thinking.

ask the rest of the class to respond to an idea

that one student has just presented.
point out what is incorrect or weak about the
answer

If a student gives an incorrect or weak answer,

point out what is incorrect
or
weak about the answer.
Why Ask “Open” Questions?
 1. To assess learning.
• What is the most important idea that was
generated in today’s discussion?
• Can you explain this concept in your own
words?
• Can you draw a diagram to illustrate this idea?
 2. To ask a student to clarify a
vague/unclear comment.

• Could you elaborate on that point? (go into

detail; say more; enlarge)
• Can you explain what you mean?
 3. To direct students to respond to one
another.
• • What do you think about the idea just
presented by your classmate?
• • Do you agree or do you see the issue
differently? Explain.
• • Can you think of another way to solve
that problem?
4. To ask students to illustrate a concept with an
example.

• Can you think of an example of this fact,

drawn from your research?
• Can you identify a painting or design that
exemplifies that idea?
 course goals
• When planning questions, keep in mind your
course goals. For example,
• do you want students to master core/central
concepts?
• To develop their critical thinking skills? The
questions you ask should help them practice these
skills, as well as communicate to them the facts,
ideas, and ways of thinking that are important to
their learning in your course. (For more
information about course goals
critical thinking
 Avoid asking “leading questions
• A leading question is a question that kind of
prompts a person to answer in a certain way.
Example: Did you see the broken glass? is a
leading question because it's stating that there
was broken glass and could control the
persons response. Whereas, was there
broken glass? is asking the person
• A leading question is a question that kind of
prompts a person to answer in a certain way.
IE; Did you see the broken glass? is a leading
question because it's stating that there was
broken glass and could sway the persons
response. Whereas, was there broken glass? is
asking the person