The Early Career Framework states that teachers should learn how to... Stimulate pupil thinking and check for understanding, by Including a range of types of questions in class discussions to extend and challenge pupils (e.g. by modelling new vocabulary or asking pupils to justify answers). Classroom Practice (Standard 4 – Plan and teach well structured lessons).
Classroom discussions are a vital part of the learning process, providing opportunities for pupils to engage with the material, express their ideas, and deepen their understanding through dialogue. However, to truly stimulate pupil thinking and check for understanding, it is essential to incorporate a variety of question types into these discussions. By using different types of questions, teachers can challenge pupils, extend their thinking, and encourage them to justify their answers. This blog post will explore how to effectively use a range of question types in class discussions to promote deep learning and ensure that all pupils are actively engaged in the learning process. Drawing on academic research, we will provide practical strategies for teachers to implement in their classrooms.
The Importance of Questioning in the Classroom
Questioning is one of the most powerful tools available to teachers. It serves multiple purposes, including stimulating thinking, checking for understanding, encouraging participation, and guiding learning. According to Hattie (2008), effective questioning has a significant impact on pupil achievement, particularly when questions are used to prompt deeper thinking and reflection.
Classroom questioning, when done well, can:
Promote Active Learning: Questions encourage pupils to actively engage with the material, rather than passively receiving information.
Stimulate Critical Thinking: By asking questions that require analysis, synthesis, and evaluation, teachers can challenge pupils to think critically and deeply about the content.
Check for Understanding: Questions allow teachers to assess pupils' understanding in real-time, identifying misconceptions and areas where further clarification is needed.
Encourage Discussion and Dialogue: Questions can facilitate meaningful discussions, where pupils share ideas, consider different perspectives, and build on each other's contributions.
Model Thinking Processes: Through questioning, teachers can model the thinking processes that are essential for problem-solving and decision-making.
Types of Questions to Stimulate Thinking and Check for Understanding
To stimulate pupil thinking and check for understanding effectively, it is important to use a variety of question types. Each type of question serves a different purpose and challenges pupils in different ways. Below are some key types of questions that can be used in class discussions:
1. Recall Questions
Recall questions are used to check pupils' basic understanding of facts, concepts, or procedures. These questions typically have a single correct answer and require pupils to retrieve information from memory.
Example: "What is the capital city of France?"
Purpose: Recall questions are useful for assessing pupils' knowledge of key facts and concepts. They are often used at the beginning of a discussion to establish a foundation for more complex questioning.
Tips for Use: While recall questions are important, they should be used sparingly in class discussions. To stimulate deeper thinking, it is important to move beyond recall questions to more challenging types of questions.
2. Comprehension Questions
Comprehension questions require pupils to demonstrate their understanding of a concept or idea. These questions often ask pupils to explain something in their own words, make connections between ideas, or summarise information.
Example: "Can you explain why photosynthesis is important for plants?"
Purpose: Comprehension questions help to assess whether pupils have a clear understanding of the material and can articulate their knowledge. They also encourage pupils to engage with the content on a deeper level.
Tips for Use: Encourage pupils to use their own words when answering comprehension questions. This not only checks for understanding but also helps pupils to internalise the material.
3. Application Questions
Application questions challenge pupils to apply their knowledge and understanding to new situations or problems. These questions often involve problem-solving, where pupils must use what they have learned in a practical context.
Example: "How would you use the formula for area to calculate the size of this classroom?"
Purpose: Application questions promote deeper learning by encouraging pupils to transfer their knowledge to different contexts. They also help pupils to see the relevance of what they are learning.
Tips for Use: Provide real-world scenarios or examples that are relevant to pupils' lives. This makes the questions more engaging and helps pupils to make meaningful connections.
4. Analysis Questions
Analysis questions require pupils to break down complex information into its component parts, examine relationships, and explore underlying principles. These questions often involve comparing and contrasting, identifying patterns, or exploring cause-and-effect relationships.
Example: "What are the similarities and differences between renewable and non-renewable energy sources?"
Purpose: Analysis questions promote critical thinking by encouraging pupils to delve deeper into the material and explore connections between ideas. They also help pupils to develop higher-order thinking skills.
Tips for Use: Encourage pupils to support their analysis with evidence from the text or other sources. This helps to develop their ability to justify their answers and build a stronger argument.
5. Synthesis Questions
Synthesis questions challenge pupils to combine different ideas or pieces of information to create something new. These questions often involve generating new ideas, making predictions, or proposing solutions to problems.
Example: "Based on what we've learned about ecosystems, how might introducing a new species affect the balance of an ecosystem?"
Purpose: Synthesis questions encourage creativity and innovation by asking pupils to think beyond the material they have learned. They also help pupils to develop the ability to integrate different concepts and ideas.
Tips for Use: Provide opportunities for pupils to share and discuss their ideas with peers. This fosters collaboration and allows pupils to build on each other's contributions.
6. Evaluation Questions
Evaluation questions require pupils to make judgements about the value, significance, or accuracy of information. These questions often involve assessing the strengths and weaknesses of an argument, evaluating evidence, or making informed decisions.
Example: "Do you agree with the author's argument in this article? Why or why not?"
Purpose: Evaluation questions promote critical thinking by encouraging pupils to weigh evidence, consider different perspectives, and make reasoned judgements. They also help pupils to develop their evaluative skills.
Tips for Use: Encourage pupils to justify their answers with evidence and reasoning. This helps to develop their ability to construct and defend an argument.
7. Justification Questions
Justification questions require pupils to explain the reasoning behind their answers or opinions. These questions often involve defending a point of view, providing evidence, or explaining the logic of a decision.
Example: "Why do you think this character made that decision? What evidence from the text supports your view?"
Purpose: Justification questions encourage pupils to think critically about their answers and to articulate their reasoning clearly. They also help pupils to develop their ability to construct logical and well-supported arguments.
Tips for Use: Provide feedback on the quality of pupils' justifications, highlighting areas where they have provided strong reasoning and areas where they could improve.
8. Reflective Questions
Reflective questions encourage pupils to think about their own learning, experiences, and thought processes. These questions often involve self-assessment, reflection on learning strategies, or consideration of personal growth.
Example: "What strategies did you find most effective when solving this problem? How could you apply these strategies in the future?"
Purpose: Reflective questions promote metacognition by encouraging pupils to think about how they learn and how they can improve. They also help pupils to develop self-awareness and self-regulation skills.
Tips for Use: Provide opportunities for pupils to share their reflections with peers. This allows them to learn from each other's experiences and to develop a more nuanced understanding of their own learning processes.
Strategies for Effective Questioning in Class Discussions
To maximise the impact of questioning in class discussions, it is important to use a variety of question types and to create an environment where pupils feel comfortable sharing their ideas. Here are some strategies for effective questioning:
1. Plan Questions in Advance
While spontaneous questions are valuable, planning questions in advance can help ensure that discussions are purposeful and aligned with learning objectives. Consider the key concepts you want pupils to understand and plan a range of question types that will stimulate thinking and check for understanding.
Example: When planning a lesson on the water cycle, you might prepare a mix of recall questions (e.g., "What is evaporation?"), application questions (e.g., "How would the water cycle be affected if there were no plants?"), and evaluation questions (e.g., "Which stage of the water cycle do you think is most critical for life on Earth? Why?").
2. Use a Variety of Question Types
Using a variety of question types keeps discussions dynamic and ensures that all pupils are challenged at an appropriate level. It also allows you to assess different aspects of pupils' understanding, from basic recall to higher-order thinking.
Example: In a discussion on persuasive writing, you might start with recall questions to review key concepts (e.g., "What is a thesis statement?"), then move on to analysis questions (e.g., "How does the author use language to persuade the reader?"), and finally ask justification questions (e.g., "Why do you think the author's argument is effective?").
3. Encourage Pupils to Ask Questions
Encouraging pupils to ask their own questions can lead to richer discussions and deeper learning. It also allows pupils to take ownership of their learning and to explore areas of interest in greater depth.
Example: After introducing a new topic, invite pupils to generate their own questions. This could be done individually, in pairs, or as a whole class. Encourage them to think about what they are curious about, what they find challenging, and what they would like to learn more about.
4. Wait Time
Providing pupils with adequate wait time after asking a question is essential for promoting thoughtful responses. Research suggests that extending wait time to at least 3-5 seconds can lead to more complex and thoughtful answers (Rowe, 1986).
Example: After asking a challenging question, resist the urge to immediately call on a pupil or provide the answer yourself. Instead, give pupils time to think and formulate their responses. This encourages deeper thinking and ensures that more pupils are able to participate.
5. Model High-Quality Responses
Modeling high-quality responses can help pupils understand what is expected of them and how to structure their answers. This can be particularly helpful when introducing new types of questions or when encouraging pupils to justify their answers.
Example: When asking pupils to justify their answers, model how to provide a well-supported justification by thinking aloud. For example, "I believe this character's actions are justified because, in the text, we see that they were motivated by a desire to protect their family. The evidence that supports this is in the dialogue on page 42, where the character explains their reasoning."
6. Use Probing Questions
Probing questions are follow-up questions that encourage pupils to elaborate on their initial responses, clarify their thinking, or explore their ideas in greater depth. These questions help to extend discussions and promote deeper understanding.
Example: If a pupil provides a brief answer, such as "I think the character was wrong," you might probe further by asking, "What specifically do you think the character did wrong? Can you provide an example from the text to support your view?"
7. Encourage Peer Discussion
Encouraging pupils to discuss questions with their peers before sharing with the whole class can lead to more thoughtful and well-developed responses. This also provides an opportunity for pupils to learn from each other and to consider different perspectives.
Example: After posing a challenging question, ask pupils to discuss their thoughts with a partner or in small groups. Then, invite them to share their group's ideas with the class. This approach can help pupils to refine their thinking and build confidence before speaking in front of the whole class.
The Impact of Effective Questioning on Pupil Learning
Research supports the idea that using a variety of question types in class discussions can have a significant positive impact on pupil learning. According to Black and Wiliam (1998), effective questioning is a key component of formative assessment, helping teachers to gather evidence of pupils' understanding and to adjust instruction accordingly.
Moreover, by using different types of questions, teachers can promote higher-order thinking, encourage deeper engagement with the material, and help pupils to develop critical thinking and problem-solving skills (Costa & Kallick, 2008).
Effective questioning also fosters a classroom environment where pupils feel valued and supported in their learning. When pupils are encouraged to ask questions, share their ideas, and engage in meaningful dialogue, they are more likely to take an active role in their education and to develop a love of learning.
Challenges and Considerations
While effective questioning is a powerful tool for stimulating thinking and checking for understanding, it is not without its challenges. Teachers must be mindful of the following considerations:
Pupil Participation: Not all pupils may feel comfortable participating in class discussions, particularly when questions require higher-order thinking. To address this, consider using strategies such as think-pair-share or small group discussions to provide a more supportive environment for participation.
Balancing Question Types: While it is important to use a variety of question types, it is also important to strike a balance. Too many challenging questions in a short period of time can overwhelm pupils, while too many recall questions can lead to superficial engagement. Consider the pacing and flow of the discussion to maintain a balance that keeps pupils engaged and challenged.
Differentiation: Pupils have different levels of prior knowledge, cognitive abilities, and learning styles, which can affect how they respond to different types of questions. To address this, consider differentiating your questions by providing varying levels of challenge and by scaffolding more complex questions for pupils who may need additional support.
Conclusion
Using a range of question types in class discussions is an essential strategy for stimulating pupil thinking and checking for understanding. By incorporating recall, comprehension, application, analysis, synthesis, evaluation, justification, and reflective questions into your discussions, you can challenge pupils to engage more deeply with the material and develop their critical thinking skills.
As educators, our goal is to create a classroom environment where pupils are encouraged to think critically, ask questions, and participate actively in their learning. By focusing on effective questioning, we can help pupils to develop the skills and confidence they need to succeed, both in the classroom and beyond.
References
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD.
Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Rowe, M. B. (1986). Wait-Time: Slowing Down May Be a Way of Speeding Up! Journal of Teacher Education, 37(1), 43-50.
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