# data[].attributes.body
What types of questions can I ask that would encourage more student to student interactions?  -Jen Moody

# data[].attributes.body
On a day that I was out of the classroom, I asked students a follow-up question to their reading for the day: Should eyewitness testimony be permitted in trials? I think the format of the question (being in a form) stifled some of the student responses. Most of them had more to share, but didn't want to type a longer response. ~Sarah Rodgers

# data[].attributes.headline
How does smoking affect people who have asthma?

# data[].attributes.subject
How does smoking affect people who have asthma?

# data[].attributes.body
-K. Carra (pre-student teacher)

# data[].attributes.body
Why do you think the writer wants you to know the information in this book?
-Sarah Plotts

# data[].attributes.body
Do you believe eyewitness testimony should be used in trials?
~ I was happily surprised with student answers, and evidence they used to back it up pulled from a variety of sources that we've covered in class in this unit, during a debate, and beyond.

# data[].attributes.body
I've really tried to get rid of this habit because what if it really doesn't make sense?  WHAT in particular doesn't make sense?  Does what I said not make sense or is there a lack of understanding of the content behind it?  I said this in my 9th period class the other day...and they let me know how terrible of a question it really is!
- Ally Durney

# data[].attributes.body
How do we present higher level questions for advanced learners while not making the lower level students feel overly challenged, thus resulting in frustration?
-Ariannna Emel

# data[].attributes.body
We read a book called Pumpkin Town. I asked, "Were Jose and his brothers responsible for what happened?" Half the class said "yes" and half the class said "no." We had a really good discussion on why they thought that way. At the end we
all came to the same conclusion.
- Kacie Montgomery

# data[].attributes.body
What to do when the questions are fine but the students give basic answers. Like, "Explain how does the alliteration in stanza 6 affect the overall mood of the poem." and you get back, "It makes it creepy."

# data[].attributes.body
Two questions presented during Intro to Music Technology: Why does copyright matter? How strictly should these laws be enforced when copyrighted music is used in material by another artist?

# data[].attributes.body
What do you believe are the pros and cons of using Gross Domestic Product as a measure of a country's success? ~Ryan Myers

# data[].attributes.body
For me, when I get those "blank stares" I find if I add in some "dramatic flare" or a visual that helps in the success of the response.

When I ask a question and can relate it to practical/functional life lessons, I also get more response.( asking questions as if students were at a job and I was the supervisor.)
-Lisa Reitz

# data[].attributes.body
What was the lesson that author wanted you to recognize after hearing this book?

-Nessa Brown

# data[].attributes.body
What words would you use to describe your identity to someone you didn’t know well?
(Started with partner share and was surprised when it grew into an informative class discussion)

# data[].attributes.headline
How do you rephrase a question that received little response from the students?

# data[].attributes.subject
How do you rephrase a question that received little response from the students?

# data[].attributes.body
Christine Morris

# data[].attributes.body
Show me on the diagram how your hand shape will change if the key signature had only 1 sharp?

# data[].attributes.headline
The kids didn't know what rationing was. We discussed the meaning, and then I opened up a discussion by asking what the students remembered about when Covid first hit. What were the stores like when your parents needed to buy things? Lightbulbs started flashing all over the place!  They immediately made the connection to limits on toilet paper, paper towels, hand sanitizer,  etc!

# data[].attributes.subject
The kids didn't know what rationing was. We discussed the meaning, and then I opened up a discussion by asking what the students remembered about when Covid first hit. What were the stores like when your parents needed to buy things? Lightbulbs started flashing all over the place!  They immediately made the connection to limits on toilet paper, paper towels, hand sanitizer,  etc!