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<\/h2>\n<\/h2>\nA good question is both answerable and challenging. It will inspire analysis, synthesis, interpretation, and critical thinking. Below are several types of questions and suggestions about when to use which kind.<\/p>\n
Begin with material students are familiar with or feel comfortable with. This might be a question that can be answered with information from general experience or from basic data in the subject area. Learn to prepare a mix of questions\u2014those that are easily answered, slightly challenging, or highly complex\u2014that they can draw on as the discussion develops.<\/p>\n
Analysis<\/strong>\u00a0\u2013 Questions beginning with \u201cWhy\u2026\u201d \u201cHow would you\u2026\u201d \u201cWhat is \u2026\u201d Compare and Contrast<\/strong>\u00a0\u2013 \u201cCompare\u2026\u201d \u201cContrast\u2026\u201d \u201cWhat is the difference between\u2026\u201d \u201cWhat is the Cause and Effect<\/strong>\u00a0\u2013 \u201cWhat are the causes\/results of\u2026\u201d \u201cWhat connection is there between\u2026\u201d Clarification<\/strong>\u00a0\u2013 \u201cWhat is meant by\u2026\u201d \u201cExplain how\u2026\u201d<\/p>\n Simple Yes-No<\/strong>\u00a0\u2013 Produces little discussion and encourages guessing. Elliptical<\/strong>\u00a0\u2013 Too vague; it is not clear what is being asked. Leading<\/strong>\u00a0\u2013 Conveys the expected answer. Slanted<\/strong>\u00a0\u2013 Closes down student who may not agree with the implied assumption. \u2022Decide whether to ask questions of a particular individual or the whole group. Sometimes calling on an individual may help to get a slow class going, but it can release the other students from the responsibility of formulating answers for themselves. For more information about this topic, please contact the Coulter Faculty Commons Educational Development Team at 227-7196.<\/p>\n","protected":false},"excerpt":{"rendered":" ASKING GOOD QUESTIONS OVERVIEW A good question is both answerable and challenging. It will inspire analysis, synthesis, interpretation, and critical thinking. Below are several types of questions and suggestions about […]<\/p>\n","protected":false},"author":27,"featured_media":1908,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[57,698,111],"tags":[],"class_list":["post-1905","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-discussions","category-eddev"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2018\/06\/Question-Image.jpg?fit=940%2C379&ssl=1","jetpack-related-posts":[{"id":20318,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2021\/10\/25\/classroom-discussion-planning-tips-for-online-on-ground-and-new-faculty\/","url_meta":{"origin":1905,"position":0},"title":"Classroom Discussion – Planning Tips for Online, On-Ground, and New Faculty","author":"John Hawes","date":"October 25, 2021","format":false,"excerpt":"Looking for some new ideas for classroom discussion? Seeking an idea for an online discussion? What about a guide for setting norms\/expectations related to discussion practices? We have identified some resources to help you think through these questions. \u00a0 Tips for the new teacher Are you unsure of the role\u2026","rel":"","context":"In "Active Learning"","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"group of college students gathered about a table talking to each other","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/10\/Facilitating-Classroom-Discussion-1024x683-1.jpeg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/10\/Facilitating-Classroom-Discussion-1024x683-1.jpeg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/10\/Facilitating-Classroom-Discussion-1024x683-1.jpeg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/10\/Facilitating-Classroom-Discussion-1024x683-1.jpeg?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":1893,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2017\/05\/24\/how-to-lead-a-discussion\/","url_meta":{"origin":1905,"position":1},"title":"How to Lead a Discussion","author":"","date":"May 24, 2017","format":false,"excerpt":"BE PREPARED \u2022 Carefully consider your objectives for a discussion. 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That is the Question.","author":"John Hawes","date":"November 16, 2021","format":false,"excerpt":" Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. 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\n\u2022 Example: What is the meaning of Madame X\u2019s comment about Jacque\u2019s activities\u2026?<\/p>\n
\nsimilarity between\u2026\u201d
\n\u2022 Example: What is the difference between the mother and the father\u2019s attitudes toward\u2026?<\/p>\n
\n\u2022 Example: What is the cause of Lea\u2019s distress when she looks at herself in the mirror?<\/p>\nTYPES OF INEFFECTIVE QUESTIONS<\/strong><\/h2>\n
\n\u2022 Example: \u201cIs the Aunt expressing a desire for Gigi to marry?\u201d<\/p>\n
\n\u2022 Examples: \u201cWell, what do you think about the Don Juan\u2019s values?\u201d<\/p>\n
\n\u2022 Example: \u201cDon\u2019t you think that Colette is condemning the\u2026?\u201d<\/p>\n
\n\u2022 Example: \u201cWhy are Colette\u2019s young women so corrupt?\u201d<\/p>\nMANAGING GROUP DYNAMICS<\/h2>\n
\n\u2022 Leave sufficient wait time after asking a question before answering it yourself, repeating it, rephrasing it, or adding further information. Wait at least ten to fifteen seconds before making any change in your question.
\n\u2022 Avoid rapid reward for responding. Rapid reward means calling immediately on the first person who indicates an answer or approving immediately of a correct response that a student has given.<\/p>\n