Setting the right question to engage thinking!

Avoid Low-Level Questions…

• Address Details (facts, figures, etc.)
• Useful for Short-Term Memory Only
• Based on Memorization, Not Understanding
• Examples…

­  What are Word’s default margins settings?

­  What does B2B stand for?

­  Define an asset.

­  What is a trademark?

Apply High-Order Questions…

• Ask How or Why Something Happens
• Requires Application of Details to Larger Context
• Go “Beyond Facts” to Constructing a Rationale
• Requires Critical Thinking
• Examples…

­  How would you change the margins to accommodate a short letter?

­  How do B2B marketing strategies apply to EDI technologies?

­  Explain how assets depreciate. How does this impact a balance sheet?

­  What are the consequences of improperly using a trademark?

Strategies for Effective Questioning Techniques… (Gibbs, 2001)

• Ask questions that invite more than one plausible answer.
• Provide wait time after asking a question to give less confident students time to think.
• Ask follow-up questions, such as, “What can you add?” or “What is your opinion?”
• Provide feedback that neither confirms nor denies students’ responses to ensure the discussion remains open. Examples are: “Interesting.” or “I hadn’t thought of that.”
• Request a summary. “Who can make the point in different words?”
• Survey the other students: “Who agrees with Max? Who disagrees? Why?”
• Encourage students to direct questions to other students.
• Play devil’s advocate: “How would you feel if…?”

To Teach Critical Thinking…

• Create a Culture of Inquiry by Supporting Students’ Thinking Process
• Model Critical Thinking Skills
• Actively Question Students’ Thinking
• Guide Reflecting on the Thinking Process

­  Why do you think that?

­  What is your knowledge based upon?

­  What does it imply and presuppose?

The Socratic Style

The art of good thinking starts at the question!

Questions for Clarification

• What do you mean by _____?
• What is your main point?
• How does _____ relate to _____?
• Could you put it another way?
• What do you think is the main issue here?
• Let me see if I understand you: you mean ____ or _____?
• Jane, could you summarize in your own words what Richard has said?
• Richard, is that what you meant?
• Could you give me an example?
• Would this be an example: _____?
• Could you explain that further?

Questions about the Initial Question or Issue

• How can we find out?
• What does this question assume?
• Would ____ put the question differently?
• Can we break this question down at all?
• Does this question lead to other questions or issues?

Questions that Probe Assumptions

• What are you assuming?
• What could we assume instead?
• You seem to be assuming _____. Do I understand you correctly?
• How would you justify taking this for granted?
• Is this always the case? Why do you think the assumption holds here?

Questions that Probe Reasons and Evidence

• What would be an example?
• Could you explain your reasons to us?
• Are those reasons adequate?
• Do you have any evidence for that?
• How could we find out if that is true?

Questions that Probe Origin or Source Questions

• Where did you get this idea?
• Have you been influenced by anyone? The media? Your peers?
• What caused you to feel this way?

Questions that Probe Implications and Consequences

• What are you implying by that?
• What effect would that have?
• What is an alternative?
• If this is the case, then what else must be true?

Questions about Viewpoints or Perspectives

• How would other groups of people respond? Why?
• How could you answer the objection that _____ would make?
• Can anyone see this another way?
• What would someone who disagrees say?

 Source: Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World