Ask, Don't Tell Excerpt

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Ask, Don’t Tell Peery, Patrick, and Moore

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Chapter 1: Questions Are an Invitation to Learn and to Connect
“It’s not the answer that enlightens, but the question.”
Eugene Ionesco
Asking questions comes naturally to all of us. A typical day for the average human being
is filled with both questions and answers, as these are at the heart of communication. Artful
questioning may also be the most powerful tool a teacher has in his instructional toolkit. A
teacher’s questions help him manage the class, engage students with the subject matter,
encourage dialogue, and deepen understanding. This chapter will examine the power of questions
to invite others to learn and to provide human connection.
Questions as the Invitation to Learning
“Why?” Those who have been around small children know this question well. We learn
quickly that when answered, it most often generates a second question: “Why?” The race is on
until eventually the adult tires of answering and says “just because,” and the child toddles off to
the next “big person” who may or may not be excited to engage in the same type of
“conversation.” In this familiar scenario, we can find one of the core motivations for this book.
A child, consciously or not, learns two truths about questions. The first is that the child’s
brain is simply doing what comes naturally—showing curiosity, experiencing the new
discoveries all around, finding patterns in the world. Second, and just as critical, is finding
human connection by engaging another person in the questioning. The child issues an invitation;
the adult receives and responds to that invitation by answering. In doing so, the child satisfies a
critical human need, connection. Let’s examine these two aspects of questioning more closely.

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Questions Remind Us that We Are Wired to Learn
Neuroscience helps us understand more about our brain’s use of questioning. We process
information in two ways: bottom-up processing and top-down processing. It is great fun to
watch psychology students come to realize this through a classroom activity. You try it, too,
with the activity below.
Question: What do you see?
When doing this activity in the classroom, after several responses, a student discovers that
there is a Dalmatian sniffing the ground in the center of the picture. A next step can be to ask
everyone in the class to find the Dalmatian. There is noisy collaboration until all have focused on
the target.
The first question of this series initiated bottom-up processing. This is a more primal
response when all of the senses work to find something of interest. In other words, the
interpretation or response emerges from the data.

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Once the search for the Dalmatian begins, top-down processing takes over. In this
instance, the processing involves conscious choice to focus on a target once the target is
announced. Top-down processing occurs any time that stated expectations influence the
interpretation of the basic sensory data.
When using top-down processing we are answering the question, “What do I want to
concentrate on?” When a learner intentionally chooses, he always focuses better. Being
curious is part of the hard-wiring of the brain. The search for the Dalmatian always drives a
flurry of conversation.
When teachers invite students to engage in learning, the brain moves into action. A strong
question taps into the brain’s natural curiosity and invokes engagement. Then questions arise
not just about “schoolwork” but rather about learning, thinking, and interacting in the moment.
Questions Connect Us
Consider for a moment a common but extremely important question: Will you marry me?
What a powerful moment that is for the two involved! Now it’s not just a small child questioning
why; it’s an adult asking another adult a life-altering question. This critical question connects
two people, families, and groups of friends, touching a myriad of other people. The answer sets
the rest of one’s life in motion.
As we ask questions and wait for the answers, we form a bond with other people. A
question is part of a reciprocal relationship; it demands an answer. The amygdala in the brain is
active when we talk about the emotional connection in the marriage question. Sometimes neural
connections are about the emotion; sometimes the connections can be finding a pattern that the
brain is also looking for as was discussed earlier with the bottom-up and top down processing.

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In classrooms where the climate encourages and respects questions, there is no end to the
possibilities of connections. Questions in these classrooms build relationships between the
teacher and students and among the students as they question and answer each other. Questions
also encourage students to make new connections to concepts and ideas within a discipline.
Questions have been key to good teaching forever. Socrates knew the value of questions.
He used six types of questions to engage students in learning because he understood that it is the
dialogue that helps each person construct meaning and connect with both the material and each
other. “Sitting with” questions and allowing them to guide conversations is the core of the
Socratic method, which is used effectively in classrooms from the early grades through adult
education all over the world.
Today’s effective prominent educational leaders highlight the importance of generating
and asking critical questions.
Parker Palmer, who writes extensively about the heart of teaching and learning, has a
vision of creating a community in every classroom. Both in his early work, To Know as We Are
Known (1993), and later in The Courage to Teach (1997), he speaks of creating space where the
teacher acts as the host, practicing hospitality when inviting students to learn and to question. He
says, “A learning space needs to be hospitable not to make learning painless, but to make the
painful things possible, things without which no learning can occur--things like exposing
ignorance, testing tentative hypotheses, challenging false or partial information, and mutual
criticism of thought.” (1993, p. 74). The ideal learning community calls for a trusting classroom
climate that allows for real conversations that connect teachers and learners as they do the
personal work of learning together.

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John Hattie (2012) provides a useful reminder for all teachers about the amount of
teacher talk versus student talk. He calls for teachers to engage in dialogue, not monologue. In a
monologue, few questions are used except for a rhetorical one here and there. In a dialogue,
many questions are asked that invite students into the current dialogue and also the learning
process itself. This is when the learning is understood, and the class as community works
together. Each member moves beyond merely taking in information; one is able to talk about
learning and in turn, demonstrate evidence of higher student achievement. Questions are at the
core of this learning.
As cited in Classroom Instruction that Works (2001), Redfield and Rousseau found back
in the 1980s an effect size of 0.73 for students who were exposed to high-level questions. Robert
Marzano, one of the authors of this seminal work, also urges teachers to use “elaborative
interrogation,” which consists of using questions that ask, “Why would that be true?” (Art and
Science of Teaching, p. 38). Just keeping in mind the simple question “Why would that be true?”
could be incredibly helpful when orchestrating class discussion and facilitating interaction
among students during periods of questioning.
Michael Schmoker is another education reformer and is well known for using pointed
questions. In Results Now, he asks, “What do we see in the vast majority of classrooms?” He
answers, “We find startling amounts of busy work, with no connection to important standards or
common curriculum.” Schmoker has modeled for us the courage to ask the probing,
uncomfortable questions that demand answers for the sake of our students. Countless book study
groups have held critical conversations around the questions in his books.

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The bottom line is that while “telling” may seem more efficient, “asking” and interacting
are where the relationship of learning between teacher and student is built. Where there is
powerful questioning, there is a powerful and productive community of learners.
Questions Are Key to Educational Change and Transformation
Education has been reawakened to the need for evidence, partially by the role evidence-citing
plays in the Common Core State Standards. Additionally, a growing frustration with the amount
of “test prep” that students do as schools grapple with No Child Left Behind has led educators,
students, and families to demand less “multiple choice” thinking. Higher level questions demand
more than multiple-choice answers, both verbally and in writing. Good teachers have always
known this.
Thinking is at core of improving instruction, and questions often are the catalyst to that
focuses that thinking. This book will provide supportive research throughout, but here are a few
highlights of questions that teachers ask of students:
-Jay McTighe and Grant Wiggins have promoted “backwards design” and creating
essential questions. In their work, the core of the unit is the essential question that states
what the students will work to answer.
-Larry Ainsworth has written much about what he calls essential questions and their
corresponding big ideas. In short, essential questions are those guiding, inviting questions
that frame units and lessons and invite students into the learning. Big ideas are the “a-ha”
realizations and long-lasting learning that students gain from participating in the units and
lessons.
-John Hattie seeks to bring together the evidence that demonstrates effective practices
that classrooms use to ensure student success (Visible Learning and Visible Learning for

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Teachers). Questioning, student teacher relationships, formative assessment,
metacognitive strategies, reciprocal teaching, feedback, classroom discussion and
problem-solving teaching all appear in the top 25 out of 100. Each of these depends on
quality questions. There is also research that focuses on questions that teachers need to
ask of themselves and each other.
-Douglas Reeves (2010) has said the essential question for teams of teachers is, “What
can we do tomorrow to help students and teachers achieve their goals?” This question
should drive the work that collaborative teacher teams do on a daily basis.
-Richard DuFour has framed much of the dialogue around Professional Learning
Communities with these four questions: What do we expect students to learn? How will
we know if they are learning? What will we do when students are already proficient?
How do we respond when students don’t learn? Schools and school systems have been
transformed as they have used these questions to guide the work of instruction.
-Michael Fullan has used questions as a basis of his work on change and has even used
them to form titles of books like, What is Worth Fighting For in the Principalship?
-Charlotte Danielson sees questions as so central that they are included in the four
domains in her framework that is used by so many teacher evaluation systems to examine
work in classrooms. One of the key practices that is considered in domain three is the
quality of questions the teacher asks.
These are just a few of the highlights of work being done throughout education these days
that calls us to question and reflect on our questioning techniques in the classroom and with each
other as educators. When we as teachers ask and seek answers to the tough questions, then we
are more ready to share with passion the central role of questions in the process of learning.

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Teachers who are excited about learning have students who are excited as well - because we can
best give away what we have!
Questions are Powerful Strategies for Teachers Who Want to Reach their Students
Teachers don’t just “get” an understanding of the power of questions because we ask so
many – literally hundreds per day, as documented over the past few decades by numerous
researchers (Leven and Long, 1981; Pollock, 2007). Nor do students just “get” an understanding
about content or learning just because they show up in class. When students own and discuss
their learning, they become what John Hattie often calls “self-regulated learners.” As Hattie
(2012) notes, “When students can … self-regulate their learning, they can use feedback more
effectively to reduce discrepancies between where they are in their learning and the desired
outcomes or successes of their learning. Such feedback—usually in the form of reflective or
probing questions—can guide the learner on ‘when’, ‘where’ and ‘why’ in selecting or
employing task and process-level knowledge and strategies” (p. 120).
Teachers want empowered learners leaving their classrooms at the end of their time
together. That empowerment will happen as the dialogue between teachers and students and
student and peers becomes stronger. Dialogue improves as teachers ask questions and deeply
listen to the answers.
Studying the art of powerful questions is not for the faint-hearted. It is because of that
complexity that many teachers retreat because there is already so much to think about every day
in the classroom. We encourage you to continue studying questioning because the use of
effective questions can have such a huge impact. And, as students take on asking their own
questions of each other, the teacher’s work becomes not only “easier,” but more satisfying.
Students become so engaged when they get to ask their own questions. John Hattie’s “mantra” is

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when “teachers see learning through the eyes of the students and students become their own
teachers.” (Visible Learning for Teachers, 2012).
In Making Thinking Visible (2011), the authors build a case for several thinking “moves.”
They have the reader think through learners who may come to understanding at different points.
They point out, “Thinking doesn’t happen in a lockstep, sequential manner, systematically
progressing from one level to the next. It is much messier, complex, dynamic, and
interconnected than that. This is intricately connected to content; and for every type or act of
thinking, we can discern levels or performance” (p. 8).
The authors discuss the following moves that a learner undertakes when thinking to learn:
1. observing closely and describing what’s there
2. building explanations and interpretations
3. reasoning with evidence
4. making connections
5. considering different viewpoints and perspectives
6. capturing the heart and forming conclusions
7. wondering and asking questions
8. uncovering complexity and going below the surface of things (p. 13)
We count on students emulating the questioning skills that they see and experience from their
teachers as they interact with their peers. In this way, they learn what Marzano and Heflebower
(2012) call conative skills as opposed to cognitive skills. The cognitive skills are those used to
analyze and utilize information; the conative skills are those used to understand and control
oneself.

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They go on to say of the skills that in the 21st
century, these conative skills are “particularly
important and must be taught because communication with a wide variety of people, many of
whom hold very different opinions and interpretations, is now commonplace. Students must be
able to understand multiple interpretations in order to communicate successfully” (p. 23). We,
the authors of this book, contend that thoughtful questioning is how this work is done. The more
intentional a teacher is about using questions in the classroom, the greater the chance that
students will learn to become fluent in both their cognitive work and conative work.
“What does powerful questioning look like in the classroom?” is the driving question for this
book. We will attempt to describe effective questioning through both exposition and narration,
using vignettes of teacher practice. Our focus is on those moments when teachers and students
are engaged in classroom questioning tasks that involve face to face interactions and oral
discourse, as this is what comprises the great majority of time spent in schools.

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Vignette
By Amy Fast, Teacher and Instructional Coach
When we talk about questioning in school, most of us picture the teacher standing in front
of the class, asking questions and waiting for students to respond. However, powerful
questioning can be used in many ways. It can be the driving force of a unit or lesson, a means of
assessing or checking for deep understanding, and the lens through which we read and write.
If you ask an elementary teacher about our favorite part of the day, we will often respond
that it is the read-aloud that we enjoy the most. When you pry a little further you will find out
that it is so enjoyable because it is a time when we can talk about life lessons with students and
read together purely for enjoyment. A few years ago under pressure to make sure that every
second of the teaching and learning in my fifth grade classroom was intentional, focused, and
getting the biggest bang for its buck (hitting as many standards as deeply as possible), I found
myself grappling with what to do about read aloud. Sure it is a great time to model fluent
reading and thinking about the text, but is it worth the twenty minutes I had been spending on it?
Refusing to give up something I knew in my heart was meaningful, I decided that the
only thing I could do was make it more meaningful. Powerful questioning would be where I
would start. At the time we were reading Holes, by Loius Sachar, and I knew that they were
enthralled in the story. I also knew, though, that we could take it a lot deeper if we tried. At the
beginning of the next day’s reading I posed the question to students, “Are people ALL good or
ALL bad?” and then I had them open their notes journals and make a t-chart. At the top they
copied down my question. I had them title the left hand column “text” and the right hand column
“thoughts.” Their assignment was to find examples from the text as we read that could help

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them answer the question, and then write down their thoughts about those parts of the text they
chose.
The first day I modeled for them taking notes and thinking aloud as I read, and as the
week continued they got the hang of it. On Friday we set aside a time to discuss the reading. I
posed the question that had been guiding our reading for the week to the students and what
followed floored me. Students were chomping at the bit to discuss the reading, citing the text
was happening organically, and students were making connections and inferences that I don’t
think I would have elicited had I posed the question without having them take notes about it
throughout. Their notes were a means of processing and synthesizing the question and how the
text pertained to it.
I started using note-taking throughout more of the day, always starting by posing a
powerful question to be thinking about and writing about as they were learning. They used note-
taking during independent reading with questions like, “Is the author effective at getting you
interested in the characters? Why or why not?” They did quick writes about the powerful
question sometimes as lesson closure, using their notes as an outline. Every subject of every day
started with a powerful question and every subject of every day students were expected to take
notes and write about their learning.
At the end of the year we read The Omnivore’s Dilemma, The Young Reader’s Edition
during our read-aloud time. I posed the same question every day to the students, “Should I be
more thoughtful about what I eat?” and every day, students took notes using examples from the
text to answer it. When we finished the book students had a whole journal full of notes and
research that addressed that one powerful question. I had them go through and highlight their

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notes on the text and their thoughts about the text that they felt were the most powerful
arguments about whether or not they should be more thoughtful about what they eat.
The students then asked me if they could write argumentative essays that I could pass on
to the school board. Of course I complied and guided them through the process. All of them
started with the thesis, I should be more thoughtful about what I eat, and most of them
convincingly supported their arguments by citing many points in the text including research
about school lunch. The essays were anywhere from three to seven pages long, and they were all
on topic and organized…and these were fifth graders!
As I put the finished essays in an envelope to send to the district office I couldn’t help but
reflect on how my read-aloud had changed. It became so much more meaningful and motivating
through the use of writing and powerful questioning, and that small change rippled through the
rest of my instruction so that those two components were at the core of everything we did in our
classroom. Needless to say students were constantly engaged, processing their learning, and
achievement was at an all-time high.

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Chapter 2: Powerful Questions Can Work Wonders
“It is better to know some of the questions than all of the
answers.” James Thurber
“More effort needs to be given to framing questions that are worth asking…”
John Hattie (2012, p. 75).
Often the pressure of "covering the curriculum" interferes with teachers’ desires to
engage students in the most powerful learning opportunities possible. As springtime nears, and
brings along with it a battery of assessments, teachers even find themselves rushing and
overloading students with drill and practice, mind-numbing lecture, and barrages of recall-level
questions. Educators do this with the best intentions: they want students to be successful and are
trying to provide them with every last tidbit of information hoping that details or skills that have
never “stuck” before will somehow, this time, “stick.”
We educators must break our patterns of pelting students with low-level question after
low-level question, day after day – not just as the school year draws to a close. John Hattie
(2010), who has conducted the most comprehensive meta-analysis of factors that influence
student learning in the history of the world, is only the latest researcher to present the shocking
facts: 60% of the questions teachers ask about the content of the lesson are recall-level, and
another 20% of questions are procedural or behavioral (p. # here). He notes that most teachers’
questions, both verbal and written, relate only to surface knowledge, and in some studies, recall-
level questions comprised 80% of the questions asked (p. # here).
The reality is simple. Powerful questioning techniques are essential if students are to
master the content and skills necessary for success in academia, the workplace, and in life.

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What Is a Powerful Question?
We have established that questions are central to learning because inquiry and wonder are
wired into humans’ brains. We have looked at how questions can be the invitation to strong
connections within a learning community. It’s now time to define and explore what constitutes a
powerful question.
When in doubt, previous generations would look to Webster for definitions. That is what
we do here as well:
Ques·tion
noun
1. A sentence in an interrogative form, addressed to someone in order to get information in reply.
2. A problem for discussion or under discussion; a matter for investigation.
3. A matter of some uncertainty or difficulty; problem (usually
followed by of ): It was simply a question of time.
4. A subject of dispute or controversy.
5. A proposal to be debated or voted on, as in a meeting or a deliberative assembly.
(http://dictionary.reference.com/browse/question?s=b, retrieved on Sept. 29, 2012)
These definitions directly align with the critical features we have already examined. In
the first, we see the power of human connection, or questioning as invitation. Questioning is
reciprocal; the person asking does not do so in isolation, but in order to engage another’s mind
and/or emotions.
In number two, we see the idea of the exploration our brain does when we are involved in
bottom-up and top-down processing. Definition number two highlights the human predisposition
to analyze, collaborate, and inquire.

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Definitions three, four, and five get at the heart of academic and civic education and have
direct ties to the main thrusts of the Common Core State Standards which are going to be a
driving force in instruction and assessment in the United States for at least the next decade.
Logical reasoning, valid claims and conclusions, and fruitful collaboration are threads that run
through all the currently released Common Core standards, so words like “dispute,” “debated,”
and “deliberative” should strike a chord with educators.
It should now be clear that one of the big ideas we want to emphasize in this book is that
powerful questions are collaborative in nature. A curious mind may obviously create endless
questions – but the most powerful questions are created and answered in partnership with other
curious minds.
We also see in all of the definitions above the implication that the question engages the
person or people seeking to answer it. So, the second big idea we want to emphasize about
powerful questions is that they engage the learner. In other words, the learner is intrigued by the
questions and earnestly seeks answers through metacognition, discourse, research, collaboration,
and other methods.
Let’s go deeper into defining engagement. What do we mean by engagement? Briefly, for
educational settings, we mean the following:
Students attending to and participating in the learning task at hand. Their actions are
more than symbolic compliance and include behaviors such as using active listening, freely
offering ideas in class discussions, and writing original compositions on topics of study and/or
interest (Peery, 2009, p. 116).
Increasing student engagement, then, is a huge part of becoming better at our questioning
techniques as teachers. Lack of student engagement is an enormous problem in the United States

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and abroad as well. For example, in the US, Learning 24-7 conducted an extensive study in 2004
that documented approximately 82 percent of classrooms with fewer than half the students
engaged in instruction at the times of the observations (Peery, 2009, p. 57). A report called The
Silent Epidemic (2006) reported that 47 percent of high school dropouts said their classes
“weren’t interesting,” and this was a major factor in their departures (Peery, 2009, p. 84). Pianta
and colleagues (2007) reported that in 2500 elementary students spent more than 90 percent of
class time listening to the teacher or working alone; they spent only 7 percent of classroom time
working in groups. Additionally, teachers spent the bulk of their time lecturing and very little
time giving individual feedback.
Engagement is critical to achievement. John Hattie (2012) has reported that disengaged
students achieve only about the same as students who are classified as “highly disruptive” (page
#).
Engagement also means that everyone is involved in the learning; in other words, there is
“no opt out,” a term used in the book Teach Like a Champion (2010). This is a phrase that has
wider implications than the name and the description in the book imply. Shouldn’t any classroom
be a place in which dialogue is expected? Some of us may have experienced a true dialogic
classroom only a few times in our lives. It has been said that classroom participation and
discussion are done well in only two places in American education – kindergarten and graduate
school. You may chuckle as you read that statement – but you may also be nodding in
agreement.
We, the authors of this book, believe it is not okay for high school students to choose to
sit in the very back of the room and stare out the windows, lay their heads on their desks, or
actively disrupt the learning of others. It is also not okay for students to say “I don’t know” when

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asked a question, or to simply shrug their shoulders. It is not okay for teachers to call only on
those students who raise their hands or blurt out answers. It is not okay for sedate girls to be
answering most of the questions while wiggly boys are reprimanded for their behavior but not
asked what they are thinking. In the classroom where powerful questioning is the norm, full
engagement by all is demanded by the teacher. Every word and action of the teacher works in
harmony with this expectation.
A third big idea about powerful questions is that they immediately engender deep,
diverse, creative, or metacognitive thinking. In some cases, lower-level, prerequisite questions
may precede the more powerful questions, but we should perhaps keep in mind the reminder
from Marzano, Pickering, and Pollock (CITW, 2001) to use inferential and analytic questions as
often as possible. In general, these questions move beyond the who, what, and when to ask why
and how instead.
We must be mindful of the research that shows students whom teachers perceive as slow
or poor learners are asked fewer higher cognitive questions than students perceived as more
capable learners (citation?). This bias often lies undetected by teachers, and it greatly impacts the
quality of instruction not only for struggling learners but for the entire classroom.
In the book Making Thinking Visible, the authors note that the simple question “What
makes you say that?” is “one of the most fully integrated thinking routines” in classrooms of
teachers who are dedicated to improving their understanding of students’ thinking (p. 34). This
single question, asked repeatedly as students engage in classroom discourse, can vastly improve
the quality of teachers’ questions and the quality of students’ answers. This question could be the
beginning of any teacher’s journey toward lessening the focus on the “one right answer” and
better understanding students’ reasoning and misconceptions.

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How Are Questions Classified?
Bloom’s Taxonomy of Educational Objectives in the Cognitive Process Domain (1956) is
the most commonly known classification of cognitive complexity in education. The original six
levels have been part of lesson planning for decades:
 Knowledge – recalling or recognizing information
 Comprehension – understanding and manipulating information in a basic way;
explaining, comparing, classifying, describing
 Application – using the knowledge and skills that have been gained in a new, concrete
situations
 Analysis – using inductive and deductive reasoning to discern component parts and
uncover relationships
 Synthesis – thinking originally and creatively; creating something new, using what was
learned; putting component parts together to form a new whole
 Evaluation – judging the merit, worth, or value of an idea, aesthetic work, solution to a
problem etc.
In 2001, Anderson and Krathwohl published a revision to this original taxonomy that was
intended to update the work for the 21st
century. Briefly, the taxonomy became two-dimensional,
with knowledge classified as either factual, conceptual, procedural, or metacognitive. These
knowledge dimensions are then considered in relation to the cognitive processes, now designated
as remember, understand, apply, analyze, evaluate, and create. Most educators quickly note that
the top two levels seem to be the reverse of the original, but this is a simplistic interpretation.
The cognitive process levels are further divided into other categories, so this update to the

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original is actually quite more complex. A matrix of the four knowledge dimensions and the six
cognitive process dimensions would contain 24 cells.
We, the authors, find that teachers are generally not using the revised taxonomy but are still
planning with the older one in mind. This is not a criticism of such, but just a recognition of
current practice. We do, however, advocate that educators engage in an “unwrapping” process
(Ainsworth, 2004) or backward design process with the Common Core standards and/or any
other standards or objectives they are required to use for unit and lesson planning.
Norman Webb, a mathematics educator at the Wisconsin Center for Education Research, has
created the Depth of Knowledge (DOK) model, which is increasingly being used by educators as
they grapple with the rigor of the Common Core State Standards. The DOK examines the depth
of knowledge required for meeting standards and/or being successful on an assessment task. The
DOK has four levels: recall, skill or concept, strategic thinking, and extended thinking. The DOK
level is determined by examining the task the student has to perform in relation to the thinking
that occurs.
We find that educators in only a few states know the DOK well and are using it in their
instructional planning; therefore, in this book, we will most often reference Bloom’s Taxonomy.
However, we do encourage practitioners to learn more about Webb’s DOK as it becomes more
prominent in the discourse educators have about the Common Core standards.
Using Questions to Engage Students, Clarify Thinking, and Deepen Understanding
These three purposes, which may or may not be distinct from each other at any given
time, are suggested as a “frame” for powerful questioning in a book called Make Just One
Change, Teach Students to Ask Their Own Questions (Dan Rothstein and Luz Santana, 2011). In
this section, we will provide our own discussion of these purposes.

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“Actively processing information is the beginning point of learning,” Robert Marzano
aptly notes (p. 59, Art and Science). A prerequisite for active processing is gaining the mental
attention of students. A disengaged student cannot benefit from even the best questions because
his or her mind is not on the task or “in the game.”
Marzano summarizes pertinent research on engagement and achievement and indicates
that engagement can increase achievement by as much as 31 percentile points (p. 99, Art and
Science).
Obviously, the issue of engagement is a complex one, and it grows more complex as our
world becomes increasingly technology-rich and globally connected. There is simply so much
more to pay attention to, for students and for teachers, and thus, focusing on the topic at hand
and engaging in academic discourse for much of a class period demands that teachers use their
best techniques for engaging students.
Marzano (2007) recommends several specific stimuli for engaging students in classroom
instruction in general; these can also be applied to questioning and are as follows:
 High energy
 Missing information
 The self
 Mild pressure
 Mild controversy (p. 100-103)
By high energy, Marzano means the brisk pacing of instruction, including “teacher
intensity,” physical activity, and brisk pacing (p. 100). As far as using missing information,
Marzano cites natural human curiosity and suggests a specific strategy, clozentropy (p. 101).
Clozentropy, often used in what is commonly known as “cloze reading,” is the omission of

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words in text, which triggers the brain to search for the missing information. In terms of the self
as stimulus, Marzano discusses personal interest and efficacy (p. 102).
Mild pressure applies directly to periods of questioning and discussion, because, as Marzano
says, “If students realize that there is a moderate chance of being called on to answer a question,
it will likely raise their level of attention” (p. 103). This particular stimulus directly applies to the
initial engagement of students in questioning. Each teacher needs to create a classroom culture of
learning in which there is always mild pressure to participate – that’s fundamental to
engendering dialogue.
Marzano’s idea of mild controversy also applies to the initial engagement of students in
periods of questioning. Questions worth discussing at length are often provocative. Structured
academic debate, Socratic discussion, and other specific techniques can meet the criteria for
either mild pressure or mild controversy and thus enhance engagement overall.
So, where does a teacher begin? We must capture each student’s mental attention, form
questions, facilitate discussion, and provide feedback to students between questions in order to
keep the learning going forward during periods of classroom discussion. In terms of written
questions to which students respond, we must also frequently design questions that are engaging
enough for students to want to answer.
There are, at minimum, two parts relevant to engaging the learner – the question and the
context in which the question is asked. Both of these parts, however, presume that an effective
learning environment has been established.
It is important to consider both the question and the context when planning the questions
that will be asked and when considering classroom management techniques that will keep
classroom discourse moving. Good questions engage the student both cognitively and socially.

25
Ideally, even students reluctant to engage will engage because it is both interesting and fun to do
so.
We must be mindful of the work of Lev Vygotsky (1978), in which he posited that social
interaction is critical to personal cognitive development. We certainly see this in our classrooms
as students who know more about a topic and are perhaps more verbal than their peers share their
ideas in whole-class or small-group work and later, we see other children repeating and
expanding upon those same ideas. Sometimes, as teachers, we can even become exasperated that
a student hears a fellow student explain something and “gets it” readily, whereas we’ve been
explaining the same exact thing repeatedly without such success! A situation like that, while
frustrating, should shed light on how powerful student-to-student talk is for individual learning.
The technique “No Opt Out” (Teach Like a Champion, 2010), mentioned earlier, is worth
examining in terms of engaging the learner. This technique is based upon the premise that it’s
not okay not to try (p. 28). This simple idea is at the core of high-performing classrooms in
which the teachers absolutely believe all students can learn and all students have something
worthwhile to contribute. Basically, a No Opt Out sequence begins with a student unable to
answer a question and ends with that student answering correctly (p. 28). The maneuvers the
teacher makes within the sequence can vary, but what the teacher must constantly consider are
the responses of the reluctant or disengaged student, the way those responses are handled, the
contributions of fellow students, and how the sequence is moving learning ahead for every
student.
Clarifying thinking is at the core of learning and is critical in order for formative
assessment to work well for both teachers and students. Uncovering student misconceptions or
surface-level understandings can only be done in classroom discourse if the prerequisite for

26
engagement is met -- and in order for that to happen, the teacher must have established a
classroom culture of learning and planned worthwhile questions. Then, during the process of
asking those questions, the teacher must constantly watch, listen, and respond – “real time”
formative assessment in every sense of the term.
Formative assessment at its best helps students find where their misconceptions are and
what needs to change in their thinking. That kind of clarity comes more readily when we
structure questions so that students can “hear” their own thinking, take it apart, and then put it
back together, incorporating new learning. One can more easily hear his or her own thinking
when it is articulated aloud and when it receives peer and teacher response. Often, we talk
through our learning with a partner or small group so that we can incorporate ideas from others
as we continue thinking. A skillful teacher’s clarifying questions propel the classroom dialogue
forward and also have the power to change an individual’s thinking in many different ways.
Clarifying questions are sometimes distinguished from probing questions, but we lump
these two together because we are discussing the clarifying or refining of cognition – not the
clarifying of directions about the task, work groups, deadlines, and so on. We mean “clarify” in
the original, basic meaning of the word: to make understandable or to free of confusion; to make
something intelligible and/or to remove ambiguity.
The folks behind the excellent collection of educator resources online at Akron Global
Polymer Academy have this to say about probing questions in science, but we feel that this text
applies to all disciplines:
“Observers have found that recall-level questions predominated even with teachers
who were committed to fostering critical thinking. They refused to admit this until they saw
documentation of their classroom behaviors.

27
Probing questions, such as why?, can you elaborate?, what evidence can you present
to support your answer? encourage students to "unpack" their thinking, to show how they
have reached particular conclusions. Teachers can use probing questions to press students to
consider and weigh diverse evidence, to examine the validity of their own deductions and
inductions, and to consider opposing points of view. Probing questions ask students to
extend their knowledge beyond factual recall and "parroting" of learned theories, to apply
what is known to what is unknown, and to elaborate on what is known...
Probing questions contribute to a classroom climate of inquiry and thoughtful
examination of ideas. Students who are regularly exposed to questions that force them to
defend their responses with reasons and evidence may internalize this ‘critical thinking’
habit of mind.” (http://agpa.uakron.edu/p16/btp.php?id=questioning)
Good probing questions have several characteristics, such as the following, which are offered
for consideration but certainly not as an exhaustive list:
 Brevity – the teacher should not talk for very long; student dialogue must be
furthered; this is not a time for a mini-lecture
 Divergence – multiple responses are possible
 Empowerment – the person is asked to continue the cognitive struggle; the teacher
doesn’t simply shift to another student, possibly a more eager one, or a faster
auditory processor
 Reflection – they may cause students to make novel connections, or to be more
metacognitive, or simply to pause and rethink what was already said
The third purpose of asking questions is to deepen understanding. The teacher is key to
setting that climate for the interaction necessary for the “raw” thinking that students are doing at

28
this point. Students often “draft” their answers off the teacher’s attitudes and words. Students
continue to stay engaged and thinking when our treatment of the answers is as important as the
question itself.
At this level of questioning we want to be very aware of responding to students and not
reacting to them. A reaction question might have a bit of edge in our voice, such as, “What did
you just say?” “Do you have any evidence for that?” A response on the other hand has no edge
and sounds like, “Can you tell me more about your thinking about….?” “What have you read or
heard that you are using for support?” Some of the edge is tone, but tone represents attitude, and
students thrive when there is a climate of acceptance. An attitude of arrogance or disdain, on the
other hand, is deadly to true classroom dialogue.
Probing questions can help a student go beyond first-draft thoughts and the gathering of
information, which is where many teachers feel the need to stop, because students have the facts
and we must move on to “cover” the curriculum. Clarity of thought feeds the student’s interest
and engagement, but to have questions be most helpful, teachers need to see asking questions
(and answers!) as a process rather than a product.
In Quality Questions (Walsh and Sattes 2005), the process of answering a question has five
steps.
1. listen to the question
2. understand what is being asked for
3. answer to self
4. answer out loud, and sometimes,
5. rethink and revise the answer (p. 78)

29
What does this process look like? Ms. Hoehne’s physics class is trying to solve a momentum
problem in collaborative groups. As Ms. Hoehne circulates from group to group, she asks:
 What is your process right now?
 Can you tell me what you’re thinking right now?
 What’s your plan?
 How did that work for you?
 What does your data show you?
 Are we stuck or where are we?
 What does the documentation show you?
Even her non-verbal actions are questions. She uses her eyes, posture, and hand movements
to indicate a questioning climate. The dialogue around those questions is key to the students
deepening their understanding.
Even though an effective teacher doesn’t know exactly what might happen in groups, like
Ms. Hoehne, she anticipates and has plenty of questions ready. Questions coupled with the five-
step process suggested by Walsh and Sattes establish the climate in which the students
understand there will be genuine interest and response from the teacher as opposed to a reaction.
Reactions always come at the risk of having students shut down their cognitive processing.
These steps and processes can begin with very young students and become a foundational
skill necessary for older students both in the classroom and life. The Common Core State
Standards have included speaking and listening because of the power of articulating one’s
thinking. Questioning and thinking through the answers provide the building blocks of those
skills in today’s classrooms. If students experience an open climate in the interaction of
questions and answers with the teacher, then that skill can transfer to their peers as well. During

30
the time when each student is thinking the teacher can’t be everywhere, so it’s advantageous for
students to learn these thinking “moves” and to use them even without adult guidance.
Dylan Wiliam (2011) in Embedded Formative Assessment speaks of questions that a
teacher would use as both discussion questions and diagnostic questions. Discussion questions
can lead to an interesting class discussion if there is time. This is when the teacher is looking to
bring out the reason for an answer, not just the fact. The student could get the fact correct, but
not understand why he answered that way. Having the students engaged in the conversation and
continue to think is the key. This makes an effective discussion question.
If there is not time for the whole discussion, then a teacher may want to use a diagnostic
question instead. These are questions designed to discover if the student has the correct answer
for the correct reasons. Wiliam states that “the crucial feature of such diagnostic questions is
based on a fundamental asymmetry in teaching; in general, it is better assume that students do
not know something when they do than it is to assume they do know something when they don’t.
What makes a question useful as a diagnostic question, therefore, is that it must be very unlikely
that the student gets the correct answer for the wrong reason.” (p. 95, 2011)
In Ms. Carlson’s biology class, a questioning scenario unfolded like this:
The class was talking about evolution and students were constructing their own
definitions based on previous knowledge. This was a springboard into what would lead to
evolution in the form of speciation. (Remember the students have to have some level of
knowledge when using a diagnostic question.)
Ms. Carlson asked, “Can you list as many things as you can that could potentially change
the allele frequency of a population?” (This was the current working definition of evolution).
A student said, “What about genetic engineering?”

31
Ms. Carlson responded, “Can you tell me more about that?”
The same student replied, “If a particular organism is genetically modified to create a
GMO [Genetically Modified Organism] in the lab, their allele frequency changes based on the
genes that are added, subtracted, or modified.”
Ms. Carlson followed with, “How would that technique lead to speciation?”
Another student then said, “If this GMO is planted or released into the wild, it could
breed with other organisms and over time create a new species. Or if the gene modification
influences a mating behavior or causes the species to reproduce at a different time than the rest
of the species could lead to a new species.”
The process of clarifying/probing continued until Ms. Carlson knew that the students got
the right reason for the answer they were giving. Knowing the right reason is the heart of a
diagnostic question!
In an elementary math lesson, diagnostic questions were used effectively as Mrs.
Anderson posed this question to her students: Given the area and length of two adjoining rooms,
determine the length of the connecting wall. Room A is 300 square feet with a length of 15 feet.
Room B is 400 square feet with a length of 20 feet.
After a few minutes of students talking and working with self-selected partners on this
task, one student offered, “I believe the length of the adjoining wall is 20 feet.”
Mrs. Anderson replied, “Well, how do you know that?” She paused for a few seconds,
looked at the rest of the class and asked, “How could we explain Seth’s process to find an answer
of 20 feet?”

32
A girl named Barbara answered, “First, he had to find the missing length of one room.
We know that the total of one is 400 square feet and one of the dimensions. So would say that 20
times 20 is 400 and 15 and 20 is 300, so the adjoining wall is 20 feet.”
Mrs. Anderson: Okay, so Barbara and Timmy believe that the length of the wall is 20
feet. How could we draw a model of this problem to check their answer? I would like for each
one of you to draw a model.
Mrs. Anderson circulated as students drew their models and coached students as
necessary. At the end of the lesson, Mrs. Anderson had the class write a summary of their
learning in their math journals.
What kind of question qualifies as a deepening understanding question in your content
area? Think about how to engender two other plausible answers – or more.
Deepening understanding is not a linear process. One of the important features of
deepening understanding is making a prediction that one seeks to confirm. As Judith Willis
(2008), neurologist turned educator, writes, “Successful prediction is one of the best problem-
solving strategies the brain has” (p. 12). She tells of preschool children who learn important
skills by asking questions and creating predictions in their play time.
Robert Marzano (2007) sees the situation that sets the stage for making predictions is
centered on the invitation or questions posed. “Experimental inquiry is the quintessential task
for generating and testing hypotheses” ( p. 91). That very experimental inquiry is where the
questions take the lead. There are questions that the teacher first asks, but then, with training, the
students follow closely with their questions as well.
To do this there are two fundamental features that should be observed. The teacher and
students must be engaged in dialogue with each other. The second follows closely; both parties

33
must be listening to the other. The reason deepening understanding is harder is that it is difficult
to script! So many educational leaders want to give teachers a checklist for classroom strategies
– lists that look like recipes with guaranteed success. This is just too simplistic.
Shirley Clarke talks about this interaction and active learning in her books, Formative
Assessment in Action (2005) and Active Learning through Formative Assessment (2008). She
says, “…the kinds of questions teachers ask determine how far the discussions will go in
deepening and furthering children’s learning and understanding.” (2008, p. 51) She gives what
she calls five templates for effective questions which reframe recall questions. They give us a
starting point for how to ask questions that deepen understanding.
Clarke is quick to say that students must have some understanding before using these
questions. (2005, p. 68) However, look at the templates or ideas below and think about how they
could possibly be applied in your teaching situation.
1. A range of answers. The teacher takes what would have been a recall question and
reframes it, giving the students a range of possible answers. (These are similar to the
diagnostic questions by Wiliam discussed earlier.) Example: What do you need to grow
a flower? Possible answers water, garden, seed, time, sunshine. (Clarke suggests
including definite yes answers, definite no answers and some ambiguous answers to
enrich the discussion.)
2. A statement – turn a question into a statement and then ask if students agree or disagree.
Students answer and give their reasons for their answers. Instead of asking which sport
makes you think harder you may say Basketball is the sport that makes you think the
hardest. True or false?

34
3. Right and wrong – two opposites are presented. Students are told that one is right and
one is wrong. They have to decide and also explain how they decided. Example: In
English language arts, give the students two sentences. Ask which is right and which is
wrong, and then ask why, such as: The boys wanted their ball. The boys wanted there
ball.
4. Starting from the answer/end—giving the answer and working backwards to how the
student arrived at the answer. Instead of asking what is the answer to 2 + 3 + 4 - 1?
Example: Why is 8 correct, and what strategies do you use to know that?
5. Opposing standpoint—a way to use a question to help a student see different
perspectives or a different standpoint. Clarke had a fun example, Instead of asking How
did Goldilocks feel when she saw the three bears’ cottage? Ask, How did the three bears
feel upon discovering Goldilocks in their house?
Shirley Clarke’s templates give us excellent application ideas for asking questions.
In short, it is important to be prepared for the “messiness” of thinking when we are
looking deeper understanding. Questions are key to reaching that understanding.
Question Stems
Let’s explore some additional ideas of questions that lead to this deeper understanding
from some simple to more complex.
What if…? Seems like a simple question – at least it is easy to ask! This is a question
that can be used with any age group, and its answers can have the full range from a few facts to a
deep search.

35
So what? or Now what? Again they seem like simple questions, but the answers allow
students to build inferences, make predictions, or generate conclusions. They can even generate
more questions of their own.
Making Predictions This is one of the roles in reciprocal teaching because of its power.
Teachers ask students to predict what happens next in a story, math problem, historical event, or
experiment in science. The predictions help students make strong inferences and find evidence,
a key skill in the Common Core State Standards.
Building Inferences This again works with any age group. When teachers ask inferential
questions, students make their own predictions and generate inferences. In Classroom Instruction
that Works (2012), there is support to help educators create inferential questions. The authors
state, “When students access this ‘right there’ information, they do not have to think deeply
about what they know; consequently, such questions do not elicit much prior knowledge or help
students create a sturdy framework for learning new information. When teacher ask questions
that require students to make inferences, however, students draw upon what they already know to
‘fill in the blanks’ and address missing information in the presented material” (p. 54).
Some examples are given, including the following:
For events – Who is usually involved in this event?
For things and people – How is this thing usually used? Does this thing have a
particular value?
For actions – Who or what usually performs this action? How is the value of a
thing changed by this action?
For states of being – What are some of the changes that occur when something
reaches this state? (p. 55)

36
Robert Marzano (2010) gives a clear process for students to analyze the effectiveness of
their inferences in an article in Educational Leadership. He writes, “It (the process) involves
posing four questions drawn from what researchers call elaborative interrogation. Typically, the
teacher poses these questions to students and interacts with them around the answers. It’s useful
to examine both the truth of the premise and the validity of the thinking that led to the inference.
1. What is my inference?
2. What information did I use to make this inference?
3. How good was my thinking?
4. Do I need to change my thinking?
Marzano concludes the article with, “Making inferences is the foundation to many of the
higher-level thinking processes that we want students to use more effectively in the 21st
century”
(p. 80-81).
We concur! Inferential questions asked by teachers get the students thinking. Students
evaluating their inferences lead to even more learning.
Choosing an Interpretation How do students form conclusions or choose an interpretation?
Marzano and Heflebower (2012) include this in their book, Teaching & Assessing 21st
Century
Skills. They include it because, “the act of consciously choosing one’s own interpretation of
events at any point in time might be the most powerful and useful skill regarding understanding
and controlling oneself” (p. 125) Students need to know that they can think for themselves and
have a great chance to change the outcome of any situation because of their thinking. There are
four questions that they suggest for student use in this strategy.
1. What is my current interpretation of the situation?
2. What is the most likely outcome given my current interpretation?

37
3. Do I want a different outcome?
4. How must I change my interpretation to obtain a different outcome?
Learning the power of interpretation is key to promoting those conative skills discussed
earlier. All of the questioning strategies used to help students deepen their understanding help
students not only increase their thinking and learning about the content, but about themselves as
learners—and people. When we work with students in this way we promote a growth mindset as
described by Dr. Carol Dweck (2006). Having students move toward a growth mindset vs. a
fixed mindset is influenced greatly by the active interaction with the teacher and peers about
their thinking – which brings us to the last area of deepening understanding that we want to
explore, metacognitive questions.
Metacognition and Questioning
Judith Willis (2008) helps educators understand the goal of metacognition, which is
understanding and improving one’s learning. Even very young children can learn a pattern of
reflection that helps them become metacognitive. She says, “After a lesson or assessment, when
children are prompted to recognize the successful learning strategies they used, that reflection
can reinforce the effective strategies” (p. 281) Taking this time to respond to questions that help
students reflect, practice metacognition needs to be seen as part of each lesson. Time becomes
the enemy in the classroom, but if thinking and learning is the signature focus, then
metacognitive questions need to be seen as a critical component—for teachers and students.
Like the section on deepening understanding started this is a process more than a product.
This process is part of the gradual release of responsibility. Every time that student can put
together “I used to think this” and “Now I think this” (Elmore, 2010) about their thinking they

38
are moving toward learning that will be an incredible asset. Metacognition is an essential
component of being able to identify both what and how we are learning.
John Hattie (2012) has ranked 144 influences on student achievement. He has ranked
meta-cognitive strategies as high as 14th
as a strategy to use with student having a .69 effect size.
So how do most effectively work with students on metacognition?
Fisher and Frey (2008) use four power questions that they first found from N.J. Anderson’s
work to guide students as move from cognition to metacognition.
1. What am I trying to accomplish?
2. What strategies am I using?
3. How well am I using the strategies?
4. What else could I do? (p. 28-29)
We suggest that these questions are good for student and teachers. The power of the
questions is in their ability to be a catalyst that makes us think, reflect, and continue to learn.
The best news it that there is always more to learn. In the following chapters of this
book, you will find each discipline highlighted. The temptation is to only read about one’s own,
but we assure you that the insights and strategies can be adapted throughout the different
disciplines. Each chapter also incorporates examples from across the age spectrum. Enjoy!

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