This section provides examples of how to formulate quality questions that can help develop and elicit the learners’ own ideas more thoroughly as well as help them to challenge others with similar questions. Using this approach to questioning helps support enquiry-based approaches to teaching and learning, as well as higher order thinking skills of pupils. The skills developed and types of vocabulary are given in italics at the end of each section.
We are grateful to Creativity, Culture & Education (CCE) for allowing us to share their resource that has been created as a training tool for Creative Agents and Creative Practitioners for the Lead Creative Schools Scheme, part of Creative Learning through the Arts.
Can you explain that?
What do you mean by?
Can you give me an example of...?
How does that help...?
Does anyone have a question to ask about that idea?
(Explaining, defining, giving examples, supporting, enquiring)
Why do you think that...?
How do we know that...?
What are your reasons for...?
Do you have evidence of...?
Can you justify your opinion?
(Forming an argument, assumptions, reasons, evidence)
Can you put it another way...?
Is there another point of view...?
What if someone suggested that...?
What would someone who disagreed with you say?
What is the difference between that view and...?
(restating a view, speculation, distinctions, alternative views)
What follows (what can we work out) from what you say?
Does that view agree with what was said earlier?
What would be the consequences of that?
How would you test to see if that was true?
(Implications, consistency, consequences, testing for truth)
What kind of question is that?
How does that help us with the questions we are asking?
Where have we got to with our questions?
Can someone summarise our progress so far?
Are we any closer to answering our question?
Where did we get stuck with the question?
What should we change about how we explore our next enquiry?
(Questioning, analysing, connecting, summarising)