In order to build your practice of using effective questions in your teaching, you first have to know what kinds of questions you already use. Choose a class period (or longer) to record all the questions you ask. You can invite a trusted friend to visit your classroom and track your questions, or you can record yourself on camera or an audio recorder. Write down (or have your visitor write) every question you ask during that period. Consider using this tracking sheet which will help you see patterns right away. REMOTE LEARNING NOTE: Consider inviting a colleague to sit in on your remote lesson to do what is described above! 

Then review your questions. What kinds of questions do you hear? Notice some or all of the following:

• Are your questions open-ended or closed?

• Do you hear words like who, what, when, where or words like why, how?

• What sorts of answers do your questions produce - e.g., recall of facts, analysis of a concept, or generation of new connections or ideas?

• What types of thinking do your questions require of students?

Now listen to or watch your recording again (or ask your friend to recall the lesson). Look for moments where you could pose a meaningful, effective question to a student. Imagine what those questions might sound like (maybe even practice them!). Here is a cheat sheet you can hang near your desk with effective question starters. Try to formulate questions that have some or all of these characteristics:

• Begin with how, why, or what do you think about...

• Ask students to make connections across lessons, concepts, or even content areas.

• Require students to generate new ideas or solutions to a problem.

• Prompt students to investigate further.

• Have more than one right answer.

Give yourself time to practice effective questioning. Then, re-evaluate. Continually self-assess to observe your questioning techniques and to strengthen your practice.  ​