So far in this series, we have seen how asking questions can be a great way to encourage active participation and critical thinking. But it is important to use questions purposefully.
Asking too many questions without a clear purpose or without giving students adequate time to respond can potentially have negative effects on the learning environment. Here are some ways to ensure questions have purpose:
Creating a questioning classroom: A five-part SecEd series
A question of timing
As well as considering what questions to ask, we need to think carefully about when to ask questions. The timing of questions in class can significantly affect student engagement and understanding. Different moments during a lesson serve different purposes for questioning. It might help to consider the following “trigger points” when timing your questions:
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