What does questioning strategies mean?
Questioning skills refer to one's ability to formulate and respond to questions about situations, objects, concepts, and ideas.
There are two levels of questions: low-level questions and high-level questions.
Questioning strategies are useful to instructors for effectively planning class participation activities, for designing homework assignments, and for writing exams. The strategies help instructors to match their goals or objectives for an assignment with the actual components of the assignment. Other functions of questioning strategies are as follows.
  • to motivate and to interest ani-idea.gif
  • to reveal prior misconceptions
  • to evaluate
  • to guide thinking
  • to discipline, manage, or control
  • to encourage involvement of passive learners
  • to diagnose strengths and weaknesses
  • to understand how students form concepts
  • to help students form the habit of reflection
  • to gain insight about students' interests
  • to increase students' incentive to inquire
  • to help students learn to construct meaning
  • to help students set realistic expectations
  • to summarize information
  • to relate concepts
  • to provide student feedback
  • to give listening clues
Source: http://www.muskingum.edu/~cal/database/general/questioning.html


Make sure to refer to Bloom's Taxonomy to help you develop questions at differing levels.

This link has a great visual of Bloom's Taxonomy with definitions.




What are some different Questioning Strategies?
Reciprocal Questioning
Student reciprocal questioning refers to an interactive verbal dialogue that begins initially with guidance from a facilitator but progresses to self-regulation by the student him/herself. The facilitator may be an instructor, a tutor, or another student.
The reciprocal questioning process may be divided four components. The first involves summarization of the information. This is followed by clarification of the information. The third component is generation of questions based on the information. Prediction during verbal interaction between and among the facilitator and student(s) is the fourth component.

Essential Questions
These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human.

Relationships, Summarizing, Organizing, and Retelling
  • Tell me in your own words how _ ?
  • What's another way we could say/explain/express that?
  • How are these similar/different?
  • Which ones do you think belong together? Why do you think these belong together? Why don't the others belong?
  • What happened to cause _ ?
  • What things/events lead up to _ ?

Predicting, Inferring, and Anticipating
  • What do you think are some reasons/causes that _ ?
  • What feeling do you think made _ act as he/she did?
  • If _ were changed, what do you think would have happened/would not have happened? Why do you think it would have happened? Why do you think it wouldn't have happened?
  • What do you think happened before/yesterday/earlier/when _ ?
  • Judging from the title/picture, what do you think is about/is going to happen?

//Close-Ended vs. Open-Ended Questions//
In your classroom, it is important to ask questions that can have multiple answers to develop higher levels of thinking in your students.

For more strategies, go to the Questioning Toolkit