Question Asking – An Essential 21st Century Skill

Teaching students to ask the right questions is one of the greatest skills we can instruct. Students' questions give insight into their prior knowledge, level of interest and direction to continue learning. This Habitude mini-lesson addresses the importance of question-asking and empowers students to be responsible for their own learning; giving them a framework to use as they continue to refine this critical skill in their daily work and lives.

I shared this strategy and lesson during my presentation this weekend at The 2010 Educational Reform Symposium. I hope lessons like these will inspire new and creative ways to turn all students into the active, curious, confident learners they came into our schools being. Enjoy!

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  • Rebecca

    I wonder if we really need to do a separate minilesson for questioning or shouldn’t questioning just be an integral part of our curriculum? If we design the learning environment so that it supports questioning, we don’t need to teach it as an isolated minilesson. We should be modeling questioning all of the time and include questioning as an authentic part of our classroom inquiry, problem solving, and a strategy for constructing meaning in all content areas? Instead of saying some people are great thinkers, I think we need to tell all students they are all great thinkers and point out that fact by saying “Wow, you are an amazing thinker! I love the questions you are asking! That’s what great thinkers do! They are curious and always asking questions!” Just my thought…

  • http://twitter.com/KevinRange Kevin Range

    listened to your presentation this weekend. Excellent!

  • David Deubelbeiss

    Thanks for the great “real” video and observation.

    One thing I would say is that we can’t talk about “asking questions” without reference to the level/grade/age/aptitude/interests/dispositions of the learners. Not a once size fits all. For example with reluctant and more reticent classes or ELLs, we should use a lot more closed questions. Not something usually advocated by the “professionals” who train teachers.

    But I’m glad more eduators are highlighting question based curriculum – also loved how you stopped and asked questions during the reading. I think this is essential, connecting the text to the learner…

    I have done a number of workshops on effective questioning and find this video really helpful. http://www.vimeo.com/3800526 thanks again and will post up on my community for teachers.

    PS. I like how your lesson showing you asking questions was about questioning. In teacher training, we call this “looped feedback” . Very effective indeed!

    Cheers,

    David

  • Leob

    I agree. Questioning should be an inherit part of the curriculum delivery process. Strategies for getting those who are hesitant to question to actually express a question should be more of strategy or practice. The differentiating of collaboration gives our leaners access to questioning opportunities, of both their peers and instructors.
    None the less questioning plays a paramount role in the discovery process. :-)

  • Leob

    Sorry I mean inherent. iPad issue

  • http://twitter.com/mrdfleming David Fleming

    Thanks so much for posting this! I’ve been thinking about ways that I can encourage my students to ask questions right from the start of the school year… this is an excellent idea for me! Thanks again!

  • http://twitter.com/AngelaMaiers Angela Maiers

    David, that is great! That is exactly what I was hoping. If teachers can see and hear a conversation, their creative juices get going and tons of lessons follow! Make sure you check back in and share where the conversations went in your classroom. Have a great start to the school year!

  • http://twitter.com/AngelaMaiers Angela Maiers

    David-
    Thanks so much for the link to additional videos. There is a lot of talk about teaching inquiry, but I have not seen many resources with actual “live lessons.” I will definitely check out the collection and pass it on!

  • http://twitter.com/AngelaMaiers Angela Maiers

    Rebecca-

    Yes, questioning absolutely should be an integral part of the curriculum. I am not suggesting that we replace content with lessons like this. They serve as a reminder to teachers and students the need for conscious and deliberate intention. The explicit instruction that follows not only recognizes students as great thinkers but helps them craft a toolbox of question- asking strategies; something that takes years of study and practice.

    I agree with you that the sequence of when and where we teach this skill set and all that is involved with the act and process of inquiry is not as important as the commitment to systematic attention we need to bring as a system to this area of study. Thanks for this perspective.

  • http://twitter.com/AngelaMaiers Angela Maiers

    Leob-

    I agree with that point. Unfortunately there is a trend to bring attention and focus to how students answer questions rather than the act and process of asking great questions. This takes years of practice, study, and the discovery process can be enhanced with explicit instruction.

  • http://www.twrctank.com/ Julie Niles Petersen

    I am a reading specialist who has spent several years working with struggling readers. Over the years, I realized how unskilled they were at asking great questions. I found that by modeling great wonders and giving them time to share their own, they became much more skilled at creating genius type questions and their reading comprehension improved tremendously. The more we wonder, the more we will invest in our reading. And as you said, great questions lead to much deeper thinking.

    One more thing… the struggling readers I worked with had much difficulty not answering questions when they first began working with me, just as the student in this video did. I think as the years go by, students are led to believe there is only one correct answer to everything. I loved that you stopped them and pointed out that the goal was not to answer them, but to practice the habitude of questioning.

    Your video is *phenomenal* and matches my thinking exactly. May I include a link to it on my blog under, “Favorite Videos?” I particularly liked the inclusion of Albert Einstein. I hope the teacher and students referenced him repeatedly throughout the year in order to refresh their memories of this fabulous lesson.

    P.S. Students that I have worked with seemed to come up with better questions when I called them “wonders,” rather than “questions.” Do you find that, too?

  • http://twitter.com/kmhmartin kmhmartin

    This is a wonderful lesson on asking questions! I think that many times we teachers assume that our students know how to ask questions, then we become frustrated when everyone’s questions sound the same. Thanks so much for sharing this with educators everywhere! I will share this with my building next week.

  • Anthony Manzo

    Enabling Questions For Active Student-Centered Inquiry & Verbal Learning*
    • *Abridged with author permission: Manzo/Manzo/Thomas (2009) Content Area Literacy: A Framework for Reading-Based Instruction (5th edition) Wiley Publishers

    The Enabling Questions (EQ) procedure is a student-centered gambit designed to provide experience and Self-Instruction for students in the value and empowerment that comes from learning how to use various inquiry strategies in conventional verbal learning (Manzo/Manzo, 1990). EQ is initiated and demonstrated in a highly structured way with a prepared set of questions that students can be used to tune into and reduce distraction during Lecture-Discussion, still the most frequently used form of instruction. Using Enabling Questions puts the listener into an active, engaged thinking mode and invites the teacher or speaker to talk a little less and a little more pointedly in response student-relevant questions and concerns. Students should be urged to translate the model questions ahead into their own words and to practice using these each day and in each class. EQ is a powerful social tool that illustrates how to be assertive without being rude or aggressive. It can be a very inviting substitution for maladaptive behavior in disruptive classrooms. Disruptive students will use these questions rather disruptively. The teacher would be wise to focus on the questions raised and in so doing illustrate to students the value and reasonable control that they can exercise over a lesson. The inversion of student-centered questions for teacher-centered questions seems to be its own reward. The sum of student comments suggests that this kind of give and take makes them feel like they are part of something constructive.
    Suggested Enabling Question Types
    Set 1: Questions that Help the Listener Organize and Clarify Information
    • What is/are the main question(s) you are answering by your lecture (or lesson) today?
    • Which key terms and concepts are most important for us to remember from what you have said (or will say) today?
    • What is most often misunderstood or confusing about the information or position you are presenting today?
    Set 2: Questions that Help the Listener Get a Mental Breather
    • Could you please restate that last point in some other words?
    • Would you please spell ____ and ____ for us?
    • Would you please say which points you especially want us to note at
    this time?
    Set 3: Questions that Invite Give-and-Take with the Speaker
    • How does what you have said compare with positions others have taken, and who might these others be?
    • Is there convincing evidence to support your position that you can share with us?
    • What do you think is the weakest part of the position you have taken?
    • How do you think this position (or new information) affects previously held beliefs?
    • What do you suppose would happen if you extended this point another step or two?
    • Would you mind pausing for a moment to see if there are other views on this in the class/audience? This would help us better understand and follow your points.
    Any one of the latter sets of questions likely would put the listener back into an active and engaged thinking mode and reduce the sometimes excessive dominance of the speaker. It is important that the listener who wishes to use these types of questions does so with an eye toward using them for enriching comprehension, learning, and mature interaction, and not as a counteroffensive. One way to help students learn the value and become regular users of Enabling Questions is to write these questions on index cards and distribute a few to each class member. Then urge students to try to use the questions on their card(s) intelligently over a two- to three-day period. Schedule a day to discuss what happened and what students learned and what might need to be modified to make the Enabling Questions even more enabling. This “metacognitive” step also helps to convert rather rigid Inquiry skill training into self-directed flexible Inquiry Strategy Learning.
    To see more teaching methods for Professional Teachers, go to: http://teacherprofessoraccountability.ning.com/main/invitation/new?xg_source=msg_wel_network And…http://bestmethodsofinstruction.com/ Or our newest site for Professional Teachers: http://anthony-manzo.blogspot.com/2010/05/race-to-top-accountability-leaves.html

  • http://twitter.com/AngelaMaiers Angela Maiers

    WOW! Thanks Anthony for sharing such a wealth of ways we could take this lesson to new depths and levels. I love the idea of an “enabling” question. What a great way to describe this inquiry set to students. I will take some time to explore these and the links that you included.

    I appreciate you taking the time to comment and share additional resources. I look forward to see where these questions lead us!

  • http://twitter.com/AngelaMaiers Angela Maiers

    Excellent! Be sure to check out what Anthony just posted as these support materials can take the lesson even farther. Be sure to come back and share how teachers and students reacted. What a great conversation to start the school year with!

  • http://twitter.com/AngelaMaiers Angela Maiers

    Julie- I love it! “Great wonders” is a beautiful way to explore the power of questioning with students. It reminds me of an incredible book by one of my favorite writers, Georgia Heard. It is called : A Place of Wonder: Reading and Writing Nonfiction in the Primary Grades

    You can use the video anytime and in anyway. I am working right now on getting more up. I have done so many lessons, and have not been good about getting them on the site. It is a new goal to have a different lesson every week.

    I would love to highlight other lessons, so if you ever want to share, send it my way! Thanks for all the work you do fighting for struggling readers. There is so much power and untapped potential in these young learners; they just need teachers like you to help them see that!

  • http://twitter.com/AngelaMaiers Angela Maiers

    Hi David!
    I am so glad you liked the lesson. I am working on getting others out there hoping that it sparks one or two ideas that teachers can take back to the classroom and use right away. It is amazing how one conversation is all it takes! Have a great start to the school year, and come back and share often about how it is going!

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