Great questions have legs…


I have some questions to ask you…

Do you ask questions to check for recall of information?
Or to help students clarify their thinking and construct meaning for themselves?

Do you play ‘guess what’s in my head’?
Or do you encourage learners to keep digging deeper?

Do you stop asking once you  get the answer you were  looking for?
Or do you ask questions you don’t already know the answer to?

Do you think answers are more important than questions?
Or are you excited when questions lead to even more questions?


Do you hear the answers and move on to the next question?
Or do you listen really carefully so the responses can guide where to go next?

Do you praise students who give great answers?
Or do you push students further by asking them to explain, elaborate and justify?

Do you rephrase the question if you no one responds?
Or do you give learners time to think, discuss and make connections?

Is every question and answer directed through you?
Or do students respond directly to each others questions?

‘Great questions have legs. They propel the learning forward.’

This was posted a few weeks ago at What Ed Said, while reading Making Thinking Visible by Ron Ritchhart, Mark Church and Karin Morrison. 

About whatedsaid

Teaching and Learning Coordinator at an IB PYP school in Melbourne, Australia. I'm a teacher, a learner, an inquirer...
This entry was posted in Inquiry and tagged , , , . Bookmark the permalink.

4 Responses to Great questions have legs…

  1. Pingback: Great questions have legs -Inquire Within | All Adult News

  2. I will be honest and tell you I focus on content during lesson and my questions are of the former, on the wiki WHEN I use it, it is the latter. It is an attempt for me to beat the system.We actually have a science curriculum that calls for thinking skills but cos the test focuses on content, unless you are a firm believer, no one follows..


  3. Pingback: ReadingPower1 10/04/2011 « READINGPOWER

  4. Only a month or so ago I came home from #gels11 with a clear thought in my head – ‘How can we best develop a school of people asking questions, when what we can best measure is answers?’


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