Inquiry-Guided Learning Tips and Strategies
What are Productive Questions and How Can We Ask Them?
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Asking the right question at the right time can be the best way to help an
individual or group to get past an obstacle in the way of solving a problem, to
move further along the process of solving a problem, to help understand
where they might have taken a wrong turn, or to help them see a problem or
potential solutions more clearly.
Asking productive questions demonstrates to learners that the instructor
cares about their learning, and the process of learning, and not just about
getting the ‘right’ answer.
Instructors ask questions all the time in classes (one study says up to 300
questions per day in secondary schools). Some of these questions are more
effective and productive than others. Most of these questions fall under the
unproductive category.
Unproductive questions can actually stifle discussion or make discussion into
a game of “guess the teacher’s mind.” Productive questions encourage
students to learn through thinking about process and deepening their
understanding of a topic. Productive questions lead students to think about
creative solutions and help them get “unstuck” when they face obstacles,
without giving them the answer directly so the learning is still theirs.
Less Effective Questions
Vague – “how’s it going?”; “are you
having any problems?”
More Effective Questions
Specific-
Closed – yes/no or single word answers
– “do you know what you are doing
next?”
Open ended –
Discourage (implicitly or explicitly)
student questions – “do you have any
questions?”
Encourage student questions –
Offer solutions – “are you going to use a
wiki for that student participation
piece?”
Offer suggestions –
Stay at the lower levels of Bloom’s
Taxonomy (knowledge and
comprehension) – “what is the definition
of X?”
Strive to move up the levels of Bloom’s
Taxonomy
Have a clear “right” answer – “are you
going to integrate technology into that
lesson?”
Encourage multiple possible answers or
no “right” answer
Potential Questions to Ask Student Groups
1.
2.
3.
4.
What process have you been using so far to solve this problem?
What obstacles have you run into so far? How did you solve them?
What are your next steps?
How are you using (or considering using) X (a model, a website, a textbook
source, a primary source, context information, lab materials, etc.) in this
activity? Why have you made this choice?
5. How is this activity helping you learn this material?
6. What resources do you need to complete this activity?
7. How have you divided up the group work? How did you make that decision?
Dos and Don’ts for Asking Questions During Work Time
Do
- Spend at least a few minutes with each group or individual you visit; sit with the
group and join their conversation
- Listen to the group discussion first, then ask a question when it seems
appropriate
- Offer suggestions only if asked; try to frame suggestions as questions “Have you
tried X?” “Have you considered Y?”
- Ask questions about process (what have you been working on, what are your
next steps)
- Jot down notes about how your students are working, which groups seem to be
making progress, which groups are having problems, how are they creatively
solving problems, or anything else that you find useful to assess group work and
progress
- Ask specific and open questions – and ask follow up and/or clarification
questions when possible or needed
- Divide and conquer – try to spread yourselves out around the room so there is
no more than one instructor or TA at a group or table, and as many groups as
possible have attention from one of us
- Try to get “off task” groups back on task by asking questions about their
projects
Don’t
- Do “drive-by” observations or hover off to the side
- Interrupt a productive conversation just to ask a question
- Give a solution to a problem or question unless it is a technical knowledge or
procedural type question
- Spend too much time with any one group or individual – you should be able to
work with multiple groups during the working time; don’t let anyone dominate
your time – office hours or email are great ways to continue a conversation
with a student who needs extra help
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Ask closed or vague questions
Clump with other instructors or TAs