-Question sort: sort questions into categories (different themes, open vs closed etc.) 

-De Bono's: 6 thinking hats (each is a different category of questions)
-Questions train: for every question, ask another question pertaining to the previous answer
-Questioning for feedback and feedforward
-Thinking charts (notes on one side, questions/wonderful in the other column about new infomration)
-Be an inquirer yourself, model questions - factual, conceptual, debatable
- Plan metacognition as a goal in your questioning technique - 'if' and 'suppose' questions
-Celebrate different opinions
use a language of questioning and not answering
- Turn statements into questions
- Use 'Headlining' to sort questions using different lenses

Working Theories: https://padlet.com/lattanzio/lw96ckvvqrvk16za (password: Concepts)

Guiding Questions by Trevor Mackenzie -  (Assessment Focus)
https://drive.google.com/file/d/1cdtK7ZZUin_2ip04Qm1gRZ-5Q2Yyeq4J/view?

How do you know?

Why do you think that?

Can you tell me more?

What are some of the causes that led to…?

How does that compare to….?

What will you do next?

What did you observe happening?

What makes it meaningful to you?

Where can you use this knowledge?

What skills will you need to use/develop to find the answer?

What steps will you take? 
What if . . ?
Suppose . . ?

Questions that answer themselves: 'So, can you see the way adding these three numbers makes it easier to solve the problem?'

Over-use of closed questions or those with yes/no answers: 'So, who can tell me the name of this part of the world?' 

Rhetorical questions: 'Are we ready to begin?' 

Disjointed questions that fail to follow through a line of thought, and therefore keep the conversation at the shallow end. 

Playing the 'guess what's in the teachers' head' game: asking a question and only expecting/accepting one answer. 

Lack of wait time' before and after a question is asked.
Asking a limited range of questions that mainly focus on recall rather than deeper analysis and reflection. 

Opting for whole-class discussions rather than the more effective small-group or one-to-one discussions where questioning can be more personalized. 

Asking all the questions rather than encouraging students to question each other. 

Poor listening to students' responses and not making eye contact with the student who is talking. Inauthentic listening. 

Marginalizing students (often unconsciously) by directing questions only to students we suspect will know the answer. 

Praising 'correct responses in a way that decreases student risk taking or the sharing of alternative viewpoints. 

Waiting until the end of an instructional period to ask questions rather than asking before and during. 

Negative or judgmental feedback to what are deemed poor or incorrect responses rather than seeking more information or constructively challenging and probing to scaffold thinking.