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Rationale, examples and critique

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How to Use Socratic Questioning to Improve Your Critical Thinking Skills

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Discover how socratic questioning can revolutionize critical thinking and dialogue, offering a transformative approach to learning and decision-making.

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Socratic Questions | Center for Excellence in Teaching and Learning

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Socrates, the early Greek philosopher and teacher, believed that disciplined and thoughtful questioning enabled the student to logically examine and validat ...

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Physics Education Journal Club - Useful Resources

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A scheme of the electromagnetic spectrum with indication of wavelengths, frequencies and energies.

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ESA Science & Technology - The electromagnetic spectrum

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A scheme of the electromagnetic spectrum with indication of wavelengths, frequencies and energies.

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Couldn't post directly to link, but it's called "New Report: Perseverance Rock Sample Contains 'Potential Biosignatures'" and can be found at the link above.

Includes a nice video and overview of science process that could provide a good preparation for MTM teachers and/or students

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Mars Rock Samples: The Stories They Could Tell

NASA's Mars Perseverance rover is building a unique rock collection, which also includes samples of Mars atmosphere and loose surface material. These samples record the history of the Jezero Crater landing site, and may even preserve signs of ancient life. Learn more about these precious samples, which Mars Sample Return could deliver to Earth for detailed study in the future.

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Mars 2020: Perseverance Rover - NASA Science

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Meet Perseverance Landing Site: Jezero Crater NASA chose Jezero Crater as the landing site for the Perseverance rover. Scientists believe the area was once flooded with water and was home to an ancient river delta. The process of landing site selection involved a combination of mission team members and scientists from around the world, who [...]

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What is questioning?

The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of teaching settings.

Socrates believed that to teach well, an educator must reach into a student's prior knowledge and awareness to help the student reach new levels of thinking. You can use questions to draw from and build on students' prior knowledge and experience to help them to develop deeper understanding of a topic (Paul & Elder, 2019).

Why use questioning?

Through thoughtful questioning, teachers can not only extract factual information, but help learners:

connect concepts

make inferences

think creatively and imaginatively

think critically

explore deeper levels of knowing, thinking and understanding.

Developing good questioning skills is particularly important if you use Case Studies in your teaching.

Common issues with questioning

The challenges with questioning are similar to those with Discussions:

getting students to talk, and keeping the discussion moving

pointless or off-topic arguments.

Sometimes lecturers tend to overuse particular types of questions; for example, only factual or only divergent questions (see question types in Table 1 below). This can hinder the development of a good debate, or stop students moving through discussion towards a conclusion.

Effective questioning: how do I achieve it?

Use a variety of question types.

Hone your questioning skills by practising asking different types of questions.

Monitor your teaching so that you include varied levels of questioning.

Table 1: Types of questions
There are five basic types of questions: factual, convergent, divergent, evaluative and combination.

Factual questions solicit reasonably simple, straightforward answers based on obvious facts or awareness. They are usually at the lowest level of cognitive or affective processes. Answers are frequently either right or wrong.

EXAMPLE:
What is the name of the Shakespeare play about the Prince of Denmark?

Answers to convergent questions are usually within a very finite range of acceptable accuracy. These may be at several different levels of cognition (comprehension, application, analysis) or the answerer may have to make inferences or conjectures based on personal awareness, or on material read, presented or known.

EXAMPLE:
On reflecting on the entirety of the play Hamlet, what were the main reasons why Ophelia went mad? (This is not specifically stated in one direct statement in the text of Hamlet. Here the reader must make simple inferences as to why Ophelia committed suicide.)

Divergent questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be:

based on logical projections

contextual

arrived at through basic knowledge, conjecture, inference, projection, creation, intuition or imagination.

Divergent questions often require students to analyse, synthesise or evaluate a knowledge base and then project or predict different outcomes. Frequently the intention of divergent questions is to stimulate imaginative and creative thought, investigate cause-and-effect relationships or provoke deeper thought or extensive investigations.

Be prepared for the fact that there may not be right or definitely correct answers to these questions.

EXAMPLE:
In the love relationship between Hamlet and Ophelia, what might have happened to their relationship and their lives if Hamlet had not been so obsessed with the revenge of his father's death?

Evaluative questions usually require sophisticated levels of cognitive and/or emotional or affective judgment. In attempting to answer evaluative questions, students may be combining multiple logical and/or affective thinking processes, or comparative frameworks. Often an answer is analysed at multiple levels and from different perspectives before the answerer arrives at newly synthesised information or conclusions.

EXAMPLES:
a) What are the similarities and differences between the deaths of Ophelia and Juliet?
b) What are the similarities and differences between Roman gladiatorial games and modern football?

Combination questions blend any combination of the other four types.

Tips and techniques

Plan key questions to provide structure and direction to the lesson. Spontaneous questions that emerge are fine, but make sure to plan the overall direction of the discussion.

Phrase the questions clearly and specifically. Avoid vague and ambiguous questions.

Adapt questions to the level of the students' abilities.

Ask questions logically and sequentially.

Ask questions at various cognitive levels.

Follow up on students' responses.

Elicit longer, more meaningful and more frequent responses from students after an initial response by:

maintaining a deliberate silence

making a declarative statement

making a reflective statement giving a sense of what the students said

declaring perplexity over the response

inviting elaboration

encouraging other students to comment.

Give students time to think (wait time) after you ask a question.

Use divergent questions, which are most likely to produce a range of responses.

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What is questioning? The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of teaching settings.

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Interactive to explain the scale of objects in the universe

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Interactive to explain the scale of objects in the universe

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Some can be done implicitly, some need explicit integration. Could be useful as a focus for educator training

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Aboriginal early childhood consultancy based in Sydney’s inner west assisting educators in the inclusion of Aboriginal perspectives in early childhood curriculums. Aboriginal and indigenous resources for children, professional development, workshops and more.

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VAEAI - Victorian Aboriginal Education Association Inc.

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The Victorian Aboriginal Education Association Incorporated (VAEAI) are pleased to launch the Koorie Education in Learn Locals: Best... Read More → 10 Practical Protocols to empower and support Koorie Learners.

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Duane Hamacher is involved in this

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Free Indigenous Curriculum Resources | Ngarrngga

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Free Australian curriculum resources for years 3 to 10 made by educators for educators in collaboration with Indigenous Knowledge Experts.

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Phrases that can be used to help students regulate, collaborate and think creatively and critically

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Rubric with examples for assessing whether programs and educators are supporting the development of SEL

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Overview of components of lessons that support SEL

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Framework to help educators support SEL

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Examples of how to model and facilitate supportive discussions

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Students can feel less capable if help is given unsolicited, associating help with incompetence

Leaders should encourage help-seeking by telling them that it's good to know your limits and seek help when you need it.

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Connecting the macro, submicro and symbolic helps students learn Chemistry

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Improve students’ understanding with Johnstone’s triangle

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Make abstract ideas concrete by linking macroscopic, submicroscopic and symbolic representations

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Giving students with anxiety the opportunity to do something scary is more helpful to them than allowing them to avoid the scary thing.

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Schools Are Accommodating Student Anxiety — and Making It Worse

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Removing stressors robs students of growth opportunities, writes TC’s Ben Lovett and his co-author Alex Jordan

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Thorough but concise overview of the theory and goals of effective questioning, with examples and videos

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Getting started with Effective Questioning

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It is easy to see why questioning is an essential part of the learning journey. As a core part of assessment for learning, it helps you to know where learners are on their journey, where they need to be and what they need to do to get there.

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How to Create Leveled Success Criteria - Corwin Connect

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Share on FacebookShare on TwitterShare on Linkedin Three years ago Ross School set off on a mission to ensure every student (or as we call them learners) developed their assessment capabilities. Put simply, the school wanted all learners to independently answer three fundamental questions: Where […]

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Examples of strategies for reponding to different Maths-related emotions

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Shows the spectra for different stars using a slider

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All objects emit electromagnetic radiation according to their temperature. Colder objects emit waves with very low frequency (such as radio or microwaves), while hot objects emit visible light or even ultraviolet and higher frequencies.Blackbody radiation is a term used to describe the relationship…

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Partnering with scientists boosts school students’ and teachers’ confidence in science

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Spending time with scientists and engineers and going to laboratories increases students’ interest in STEM subjects.

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Learn.Genetics [Internet]. Salt Lake City (UT): Genetic Science Learning Center; 2018 [cited 2023 Nov 27] Available from https://learn.genetics.utah.edu/

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Connect SOYS to Percy Jackson. Planets and objects named after Greek gods and Titans (usually the Roman name for the Greek god)