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?
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