Are you asking the right questions in class?

Asking students questions in class is an important aspect of the teaching and learning process. The right questions can pique curiosity, get students to dig deeper into class content, and provide an opportunity for formative assessment. However, as many of us have experienced, when we aren’t asking the right questions in the right way, this process can fall very short of our instructional goals.

The following recommendations and strategies can help you not only ask better questions, but consider how to get more students answering them, and help you to better listen and respond in ways that will promote learning.

Asking the right question

Asking the right question begins with considering your instructional goals. What are you hoping to achieve through the question? What types of thinking do you want students to practice? How might your question help students to apply or transfer course concepts to novel situations?  Do you want to engage students in higher-level thinking such as analysis, synthesis, or evaluation of course concepts? This taxonomy of questions may help you identify a question that best aligns with the learning goals you have for students.

If the goal is to check for understanding before moving on, then ask a specific question about the topic. Avoid asking broad questions such as “Do you understand?” or "Are there any questions?" You might also ask which aspects, terms, or problems within the lesson they would like further clarification on or ask them how confident they feel about learning this new course material.

Research suggests that asking questions with a single correct answer, for example "What is the...?” may lead to fewer responses. Additionally, be careful not to ask leading questions that are “fishing” for specific answers or questions intended to simply assert your authority on the subject. Rather, try to ask students one clear question at a time and refrain from asking several follow-up questions until the first question is properly addressed.

Setting expectations

Many of us are used to saying, “there are no stupid questions” but it is rare that students hear “there are no stupid answers.” Some students are intimidated and worried about answering questions in class because they don’t want to be perceived poorly by peers and instructors. Communicate to students how you plan to use questions and their responses–even if incorrect–to improve learning in the course.

It is also important to let students know how you expect them to respond. For example, will you provide time for thinking or writing before you take responses? Will you ask students to volunteer a response through a raised hand or will you “cold call” on students? If you plan to call on individuals, make sure to give students at least one “pass” per session and avoid humiliating students who may not be ready with a formulated response.

Listening, Clarifying, and Responding to Questions

Before responding to a student’s answer, it is recommended that you repeat the student’s response to ensure the entire class has heard it; paraphrasing or summarizing a student’s response can help to clarify that you comprehend their answer or comment. If the response was unclear, or might be misinterpreted, probe the student for additional information by asking, “tell me more,” or “can you provide an example?” Literature also recommends that instructors split their attention between the student who is responding and the rest of the class to ensure that all students in class remain engaged in the discussion.

Avoid interrupting students during their response and thank the student for asking a question, sharing their thoughts, or answering your question - even if it is incorrect. For example, “I’m so glad you mentioned that. It is a common misconception.” By showing interest or appreciation in your student’s contributions, they and their peers are more likely to contribute in the future.

In a previous post we discussed the importance of wait time after asking a question. Often, we don’t wait long enough for students to formulate a response before jumping in with the answer or a follow up question. Although a long pause can feel awkward at times, the payoff in student learning is worth it. Research on wait time tells us that as it increases, so do the number of student responses, appropriate responses, student questions, and even students supporting their answers with evidence. Giving students a set amount of time, 1-2 minutes for thinking or reflective writing, can also lead to more equitable participation among students.

Lastly, if you are asking a question in hopes of launching a class discussion, make sure to identify additional best practices for facilitating discussions. However, even if you are asking a quick check-in question, encouraging students to interact with each other and identify connections between their responses can encourage students to think more deeply. For example, you might ask, “Khaled, could you relate that example to what Gloria said earlier?" or “Who would like to provide a summary of the responses so far?” Probing students to dig deeper, identify connections between responses, and to substantiate their claims can lead to more productive responses that are better aligned with the original goal of your question.