Thinking with questions
s
What have you discovered or learned?
Seeking greater understanding
Thinking together
Where have we made progress?
Do you agree or disagree? Why?
How can you explain that in different words?
s
How has our understanding developed?
What do we need to figure out next?
Who agrees or disagrees with that? What have you discovered or learned?
Reflection
Questioning
Can we take some time to think about that?
What questions are we addressing now?
What questions do we need to address to help us move forward?
What will help us here? s
What questions does this raise?
What could we improve on?
What were we trying to do?
What went well?
Creativity
Fairness What assumptions are we making?
Can someone suggest a new idea?
What are all the different possibilities?
How can we explain the idea fairly?
s
Are you showing any bias or prejudice?
Have you considered what others might say?
What if?
What are we taking for granted?
Flexible thinking
What is another point of view?
Relevance and significance
How does that relate to the problem?
What is another way of looking at this?
What is a different idea? How else could we think about that?
How does that help us here?
What is the main point?
What is the important issue?
Clarity and precision
Accuracy
Is that true?
What exactly do you mean?
How do you know?
What is an example of that ?
How could we check this is accurate? What information do we need?
Could you explain in your own words?
How can you be more specific or precise?
Reasoning
Why do you think that?
Depth Could you give me more details?
Does this follow?
What connections/distinctions can be made?
Do your reasons support your conclusion?
Is that the same as or different from this idea?
If someone disagreed, what might they say?
What are the implications of that?
What conclusions should we draw?
How can you be more specific or precise?
(C) 2012 Teacher Librarians Dashboard @ www.acklibrary.com
Designed by Anne Fraser
anne.fraser@assumption.vic.edu.au
Ways you can use this booklet •Use in group reflection •Each student chooses one question at random. •The class sits in a large circle and the teacher raises the topic question. •The first student responds with an answer. •The next student blends that answer into a question using the question they had chosen and asks this of the next student around the circle. • This process continues until everyone has had a turn at asking and answering a question. •Teacher facilitates the general focus.