encourage critical thinking with 3 questions

Instead, you can take the time to offer students with information on what they did well and where they may still need to improve. You can also point out what the students are doing differently might be beneficial.

Is their performance different or better since the previous time you evaluated them? Inform them, even if they still have a long way to go.

2. The earlier the better

Numerous studies show that feedback is most beneficial when offered right away, rather than a few days, weeks, or months later.

It seems hard to offer students with immediate feedback since you have to score your students’ answers and that takes a lot of time. But it is possible with Rolljak! Sooner feedback is definitely preferable to later.

3. Include students in the process

According to Pennebaker , "students must have access to information regarding their performance... At the most basic level, pupils need to know whether or not they have grasped the content. Giving them information on how they study, read, seek for information, or answer questions may be really beneficial."

When students have access to this information, they gain an awareness of their learning, are able to spot faults better, and eventually build solutions for dealing with their own weak points.

Why Rolljak A.I. Powered Marking is powerful

Thorough, timely, and regular feedback is one of the most essential things educators can do to ensure that their teaching efforts take root in their students. This is also a great way to encourage critical thinking for students.

Creating feedback that is goal-referenced, concrete, practical, and accessible, and then delivering it in a timely, consistent manner, will optimize its influence on learning outcomes.

To do this, you must evaluate each students’ comprehension as well as their degree of effort. Educators need to know what their students comprehend from one day to the next. If you understand their learning gaps, you can tailor your lectures to address them.

Yet, grading is often a challenge.

It is critical to fairly evaluate and grade students’ work to represent its quality.

Grading with precision and fairness can take a long time, which teachers frequently lack. Students who are dissatisfied with their grades might occasionally protest them. Furthermore, some teachers discover that their students' or even their own fixation on giving numbers to student work interferes with facilitating genuine learning.

Rolljak A.I. Marking will definitely help you!

Rolljak Open Ended Quiz can help teachers in making marking more efficient and meaningful, and providing more time to focus on high-level feedback. With your already busy schedules, this feature offers you a quick, fuss-free option that frees you up and excites your students for class at the same time!

Jump in, experiment with our new feature, and have fun!

• Jan 15, 2020

Critical thinking, part three: 9 coaching questions to develop critical thinkers

We become critical thinkers when we put emotions, assumptions, and biases (what Daniel Kahneman refers to in " Thinking Fast and Slow " as " System 1 thinking ") into a constructive dialogue with data, evidence, and strategy (or " System 2 thinking "). Before we can think critically, we have to put ourselves in a mindset where our slow, deliberative reflection can overtake rapid, spontaneous reaction (or to paraphrase Jonathan Haidt , where the rider can guide the elephant). For more on the basics of critical thinking, check out part one and part two of this blog series!

As critical thinking becomes more of a sought-after skill , the workplace leader of today has a responsibility to bring out the critical thinkers within us, the rational minds that are often buried under heaps of unread emails, calendars packed with meetings, and to-do lists that never seem to clear. A leader can approach this in two ways: by taking their people away from their jobs to learn about critical thinking in a classroom - or, to be more efficient, by asking powerful, in-the-moment coaching questions. By asking the right questions, a workplace coach can inspire more constructive reflection than any book, seminar, or conference breakout.

Let's look at nine coaching questions directed at facilitating critical thinking. Each question can be asked as a one-off in a 1:1 meeting, and each should take no longer than a few minutes to discuss. I'll divide these questions into three categories: those that challenge assumptions, those that further contextualize our thought, and those that help us to step outside ourselves in order to increase objectivity.

To coach for critical thinking, we can challenge emotions, assumptions, and biases through the following questions (listed next to trendy descriptive names!):

The decelerator: If I could give you an entire week to think about nothing other than this situation, how might your thinking and decision-making evolve?

The rejuvenator: Imagine somebody was brand-new to our organization and faced a similar situation. How might a fresh vantage point lead to a perspective different than your own?

The time-traveler: Tell me about a recent experience that informs your thinking about this situation. If you didn't have that experience, how would your thinking change?

We can also better contextualize thoughts with the following:

The reminder: Think about your most significant, most pressing goal. If you only thought about the situation in the context of that goal, would it change your thinking or your decisions?

The evaluator: Think about the last colleague to provide constructive feedback on your performance. How would your thinking or decision-making align with that feedback?

The calculator: Can you provide three pieces of quantitative evidence in support of your perspectives? Can you provide three pieces of quantitative evidence that would challenge your perspective? What evidence seems stronger?

Finally, we can help our teams to step outside themselves to increase perspective with the following questions:

The externalizer: Name one stakeholder involved in this situation - perhaps a customer, maybe a shareholder or another employee, maybe our local community. How would they perceive this situation? How might your current line of thinking affect them?

The advisor: If you were giving advice to someone in the same situation as you, what advice would you give them?

The helper: If you had a full-time assistant that could approach this situation for you and accomplish everything you have in mind, where would you tell them to start? How would they feel about that task?

Ultimately, as much as I might want to, we don't have time in the efficiency-driven workplace to give every worker a college-level course on critical thought. But we do have the ability to ask questions. Coaching questions create the training ground on which we build the skills of critical thought. It is only by asking such questions that we can prepare our workplace for the disruptions of the future.

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Encourage critical thinking with 3 questions: Brian Oshiro

原标题：Encourage critical thinking with 3 questions: Brian Oshiro

| Do you know what kind of questions teachers and parents ask children has a great effect on whether they can develop critical minds? Brian Oshiro is a teacher evaluator, he shares what he has observed in the classrooms and offers three simple questions we can ask to encourage critical thinking of the children and ourselves.

This talk was presented at a TEDxXiguan Conference and was selected and edited by the TEDxXiguan team to feature online.

Reviewed by Dora Weng

I am a professional teacher evaluator. And for the past fifteen years, I have been travelling throughout the United States and China trying to answer the not-so-easy question of "how do we make our teachers better."

And on a series of recent school visits here in China, school leaders asked me how their teachers could further critical thinking and creativity in their classes. They wanted to address the claim that their students were mostly rote learners. And that's the claim goes that, beyond the memorization of facts and figures, their students really didn't have the opportunity to put this knowledge to use outside of the classrooms. Now they heard that in the west that the western counterparts have smaller classes, and maybe there are more opportunities for group interactions. And the students there have an opportunity to pursue topics that are a genuine interest to them. And so, school leaders are now looking for ways to inject new teaching methodologies into the Chinese classroom.

And as a teacher evaluator, there are certain things that I look for whenever I observe a class. One thing that I look for in particular are the types of questions that teachers ask. Questions are ways of bringing the textbook material to life. They are a way of directly engaging students, making sure that the students stay on task. They are also a way to check for understanding to make sure that students are actually absorbing what they are supposed to be learning.

But not all questions are created equally. Take a look at this pair of questions here.

The first one question A reads: Do you know what climate change is?

The second question B reads : What are three causes of climate change?

Now, which question do you think better assesses student learning? If you said "B", you're right. Question B requires you to possess a specific type of knowledge in order to answer this question. Either you have this information or you don't. And so, let's go ahead; and this time, we add another question into the mix.

Take a look at question C: why do some claim that climate change is the biggest crisis facing this generation?

Now which one of these better assesses student learning? Well, this question may be a little more difficult than the previous one, because they both can. And so, the former assesses student knowledge, while the latter gives students an opportunity to think the consequences of the impending disaster.

And so, in the ideal class the teachers would first ask question B to establish the foundation knowledge, and then they would ask question C to give students an opportunity to use this knowledge.

Now think back to when you guys were in school, and I know for many of us, this may be a difficult and painful experience. But think for a second, if your teachers only ask you questions like question B. Well, this might be great for trivia contests, but we will never get an opportunity to use or to put this knowledge to good use. And think about for a second if your teacher only asks you questions like question C, these are pretty difficult questions. This might serve to frustrate your learning, and maybe you will be tempted to give up before you even get started.

Back to the observations, I went on these teacher observations recently, and we saw different classes, and I noticed that there is something in particular that was lacking. While the teachers were certainly well prepared and there were a lot of engagements going on in the classes, an overwhelming 90% of the questions that were asked were of lower-order questions, in other words, that are more like question B. And in three of those classes, not one single higher-order question was even asked. And so how does this even happen?

Well, asking higher-order questions is the key to stimulating critical thinking. And we need to be able to give the students an opportunity to grapple with questions that don't necessarily have one correct answer. This is more realistic of the type of situations they likely to face when they get outside of classrooms.

And now teachers shouldn't have to bear the responsibility on their own. When it comes to something as important as critical thinking. Then, it's all of our collective responsibility in order to push students forward. In other words, when it comes to creativity, the door doesn't just shut when the school day ends. As the parents of school children myself, it got me thinking about the following question: How can we better support critical thinking and creativity in schools by asking better, deeper questions outside of them?

Now as we know, we can study easier questions, we can answer easier questions. And this is great for exams. But as participants in society, we all know that we have to deal with questions that are a lot more complicated than those found on multiple choice tests. In reality, right, as we could see here. Real life is a bunch of squiggles, there is not necessarily a blueprint that tells us how to get from A to B. And so, with this type of situation, it is important that we expose our students to a degree of uncertainty in their classes, and not just wait until they have to experience for themselves for the first time outside of the classroom.

You know, these days, we send our kids to piano practice at age four, maybe soccer practice at age five, maybe they learn English at three months. I don't know, it's getting earlier and earlier these days. One of the reasons why we do this, is to give students an opportunity to learn some subjects and to be exposed to things that they normally wouldn't be able to do outside of the classrooms, so when it is something as important as critical thinking at stake, does it not also make sense to expose our students to these tougher questions earlier, when their stakes are not as high?

Now when do we ask tougher questions, such as these why questions? It is a lot more difficult and it is difficult for a number of different reasons. One reason tends to be difficult is that answering a why question, students need to put themselves out there. There is a risk there. There is a risk that maybe they feel they won't say the right thing, they will be judged by their classmates, but we need to do a better job in encouraging this and instilling in our students the grit necessary to be able to persevere against challenging topics that come their way.

And so, what schools need to then do, to do a better job of? Because we assume to a certain degree that in school students are able to connect the dot for themselves. In other words, we assume they could take whatever knowledge they learn in school and somehow be able to figure out how to use it outside of it.

But this assumption is dead wrong.

And in fact, schools need to do a better job of not just teaching students the "What", or the contents, but getting them to "How" by asking more "Whys". And luckily, we all can play a role in this. In fact, we can ask better questions by inviting others to ask better questions of us. And here are three ways in which you could do that.

Let's go ahead and start with number one. We can first start with a "What" question but don't end there.

Remember when we ask a "What" question. This is the starting point. And when we ask these types of questions in class, students get a little bit excited because it is one of these answers that if you get it, you get it. And if you don't, you don't.

But let's take a question that we started out with earlier. And it is this one. What are the three main causes of climate change? And so, if I were asked this to my students, the students could easily find the answer by doing a quick search on the internet, or maybe they will review the class notes. The point is it will take little efforts to answer this type of questions. But asking this type of questions is deceptive because you get enough of this right, it can give you this false sense of security. Like "oh I know the answer." Right? But as we know our job in all of these is to move beyond the textbook because this is what the textbook is for. Our job is to put some kind of "real world" spin to the type of content that the students are learning in school.

So, there is a way to make the questions a little bit more productive. Rather than just asking students "what", what we could do instead is to have them explain or to paraphrase what they learned in class, so consider the transformation. We changed "what are the three causes of climate change" to "explain what three main causes of climate changes are". Here, by asking this question instead, students need to give a little bit more. In other words, it is not a safe answer. They have to go ahead and take that risk and put themselves out there. So, once we establish the What, then we could start making connections by asking a series of "Why" questions.

So asking these "Why" questions gives students an opportunity to connect whatever knowledge they have to something personal in their life. And so here are some examples of possible why questions that students can answer. "Why is climate change important for me someone who lives here in Guangzhou?" "Why should I as a student be concerned about this now, not later?" "Why is this relevant?"

When students make information or abstract information that is textbook relevant, then they can see the value in this. And they start asking themselves, "okay, how can I take this information and put it in my sphere of the influence, and think about how this could be useful in my everyday life."

So, once we have established the what, and then we figured out how to connect with the why, then we can start the fun stuff, trying to solve by asking the Hows . Here are some of my favourite how questions that I'd like to ask.

The first one is how do you know. In our earlier questions about our climate change. Rather than just giving the answers, students then have to back up their answer. So, what are the main causes of climate change blah blah blah. And then you could ask how do you know this? By asking this question, students then cannot just get away with easy answers. In other words, they have to provide some sort of evidence to be able to defend their answers against some logical attack.

The second question: How might your perspective be different from that of others? This forces students to empathize with others. For example, if they are in a debate or something, this gets students an opportunity to evaluate the ground of the other side and to consider their needs and maybe to find some common grounds.

And the final question is how can you solve this problem? And of course, this is the queen mother of all questions. It is huge, but in doing so, students have to synthesize all of their previous knowledge and be able to figure out how to make this their own and be able to apply themselves. And by taking this huge question and boiling down into manageable parts. This is the valuable parts of the process.

What is the takeaway from all of these? Well, for you students , who are listening to this. This is the opportunity for you to extend your learning past the exam. This is the opportunity that will serve you well into the future. In other words, you are not just answering the questions for the questions' sake. You are doing it in order to prepare yourselves for the types of uncertainty that you are likely to face.

If you are a parent listening to this. Asking better questions is a great way to help your students to review. By them having to explain contents that maybe they are not as or maybe you are not as familiar with, they then have to think about how they are going to put this into a sort of digestible pieces for you to be able to understand it. It's a great way to be able to consolidate learning.

If you are a teacher listening to this, think about how you could further integrate higher-order questions into your classes. And if efficiency is one of the reasons why you are not asking enough higher-order questions, then evaluate the sort of activities that you and your students do in class. And if they don't go towards the goal of advancing critical thinking and creativity, then think about whether or not these activities are truly relevant.

And if you are a lifelong learner , ask yourself these questions in order to test these assumptions about what you think you already know. And the very least, you will be able to empathize with the other side and to possibly find some common grounds.

Now, you know it's naïve for us to think for me to standing up here to just by asking a few more "How" questions, or a few more "Why" questions, that this is going to be enough to create next generation of great innovators and critical thinkers. After all, it takes a kind of group efforts, one in which schools collaborate with teachers, and students and parents to create an environment where risks are awarded and there is no fear of getting an answer wrong.

But in schools today, we tend to reward the right answers and to penalize the wrong ones. As Dr Ken Robinson and other educators have noted, our schools are in danger of falling hopelessly out of date in preparing our students for the challenges that come along in the mid 21st century, so the risk is something that we hope to promote among our students. And it is only fair that we allow our teachers to be able to take these risks as well, by giving them a place to ask more "hows" and more "whys". These models are the very type of critical thinking that we hope to instil in our students. So, if we could all improve and support critical thinking by asking a few extra questions each day, maybe the most appropriate question we should be asking ourselves is "Why not?"

Thank you very much.

About the speaker

Brian Oshiro | Educator

Brian Oshiro is an educator who came to China in 2010 after a brief detour as an education policy researcher and legal analyst in the United States. Considering himself a teacher first, Brian much prefers classrooms to government buildings and has long been fascinated by the power of the fundamental unit of teacher-student interaction: the question. Currently serving as a teacher trainer, Brian has devoted the last few years to learning how best to improve teacher quality by “getting back to the fundamentals” and better empathizing with students. Since arriving in China, he has held a number of educational leadership posts and is currently the Academic Director of EIC Academy based in Guangzhou.

• Attribute to TEDxXiguan as the owner of the talk and include a link to the original post.

About TEDxXiguan

TEDxXiguan is an independently organized, TED-like event in Guangzhou, China. It’s officially licensed by TED and organized by local volunteers. We spread ideas worth spreading in the form of short and powerful talks.

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Promoting Critical Thinking in the Classroom: Strategies and Activities

ritical thinking is a valuable skill that empowers students to analyze information, think deeply, and make reasoned judgments. By promoting critical thinking in the classroom, educators can foster intellectual curiosity, enhance problem-solving abilities, and prepare students for success in an ever-evolving world. This article explores effective strategies and engaging activities to promote critical thinking among students.

1. Ask Thought-Provoking Questions

Encourage critical thinking by asking open-ended and thought-provoking questions that stimulate students' analytical thinking. For example, in a history class, instead of asking "When did World War II start?" you could ask "What were the underlying causes of World War II and how did they contribute to its outbreak?" This prompts students to go beyond simple factual recall and encourages them to analyze historical events, evaluate multiple factors, and develop a deeper understanding of the topic. Instead of seeking one correct answer, focus on guiding students to explore different perspectives, evaluate evidence, and justify their reasoning. Engage students in discussions that require them to analyze, compare, and synthesize information.

2. Provide Real-World Examples

Connect classroom learning to real-world applications by providing relevant examples and case studies. By presenting authentic scenarios, students can apply critical thinking skills to analyze and solve complex problems. Encourage students to think critically about the implications of their decisions and consider the broader impact of their choices.

3. Foster Collaboration and Debate

Promote collaborative learning environments where students can engage in respectful debates and discussions. Encourage students to express diverse opinions, support their arguments with evidence, and listen actively to others' viewpoints. Through collaborative activities, students can learn to evaluate different perspectives, challenge assumptions, and develop their critical thinking skills.

4. Encourage Reflection and Metacognition

Provide opportunities for students to reflect on their thinking processes and metacognition. Ask students to evaluate their own problem-solving strategies, analyze their decision-making processes, and assess the effectiveness of their critical thinking skills. By promoting self-awareness and reflection, students can enhance their critical thinking abilities and become more independent learners.

5. Incorporate Problem-Based Learning

Integrate problem-based learning activities that require students to apply critical thinking skills to solve complex problems. For example, in a science class, present a real-world scenario where students need to design an experiment to test the effectiveness of different fertilizers on plant growth. This activity prompts students to analyze information about fertilizers, evaluate different options, and develop a well-reasoned experimental design. By engaging in hands-on problem-solving experiences like this, students can develop their critical thinking abilities while also building their content knowledge.

Promoting critical thinking in the classroom is essential for developing students' analytical skills, problem-solving abilities, and intellectual curiosity. By incorporating strategies such as asking thought-provoking questions, providing real-world examples, fostering collaboration and debate, encouraging reflection and metacognition, and incorporating problem-based learning, educators can create an environment that nurtures critical thinking skills. By equipping students with this valuable skill set, we empower them to navigate complex challenges and become lifelong learners.

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3 ways to promote critical thinking by asking questions

Thomas Courtley

Education Specialist

There are many active learning strategies that you can implement with your students to promote critical thinking. One of them is asking your students questions that stimulate deeper thinking.

Questioning

When you ask your students a question, depending on how you do so, they use critical thinking skills such as recognising, analysing, and forming conclusions. J. Mills argued that the thoughtful use of questions may be the quintessential activity of an effective teacher. There are many ways to pose a question, and results differ based on how much thought you put into formulating a question. 

Questions should be designed to trigger evaluation and synthesis of concepts. In fact, higher-level thinking questions often start or end with words such as “explain”, “compare”, “why”, “which is the solution to the problem”, “what”, and “do you agree or disagree with this statement?”. Depending on the wording you decide to use, you challenge students to work at different levels of cognition. 

Another way of asking questions is the Socratic questioning: a type of questioning that deeply dives into the meaning and logical strength of a claim, opinion, or line of reasoning. This method focuses on clarification: a student’s answer to a question can be followed by asking another student to summarise it. Summarising the information allows the students to demonstrate whether they have understood the answer.

3 things to keep in mind while asking questions:

• Avoid questions with set answers if you want to stimulate critical thinking. By doing so you allow for different points of view.
• If you decide to use provocative questions, stimulate your class by keeping them brief: include only one or two issues at a time.
• Wait at least 5 seconds for students to answer. Elliot argued that waiting as long as 10 seconds would be even better, because it allows students enough time to think creatively about different possibilities.

Ask your students questions in a safe digital environment

If you decide to pose questions with the support of our intuitive toolkit for teachers, you could implement one or all of the following:

1. Open-ended questions

In LessonUp the answers to open-ended questions can be made anonymous. Students work in a safe digital environment, without the pressure of having to put their hands up to answer a question in front of the class. The wait time could be as long as you like. If you decide to limit the amount of time a student has to respond, you can add a timer to your question slide. Possibly, keep your questions as open as you can while being very clear about what you are asking. If you ask your students what they think about something, you could also ask them to specify and explain also 'how' they have come to form such an opinion.

2. Mind Maps

Students’ answers in LessonUp’s mind map can be made anonymous. Students work in a digital environment: you provide them with the opportunity to express themselves without being in the spotlight. You can define the wait time. Mind mapping is great to establish prior knowledge, or scan awareness or opinions concerning a certain subject or theme. Make sure you inform your students that there are no wrong answers, and whatever they write is accepted and can become part of a conversation. Mind maps are a great way of starting classroom discussions and debates on any kind of topic.

3. Photo questions 

The answers given in photo questions can be made anonymous. Students work in a digital environment, without the pressure of having to put their hands up to answer a question in front of the class. The wait time could be as long as you like. A visual aid such as an inspiring photo may help students recall knowledge, feel curious, interested and inspired. There are many learning techniques in which a photo is shown several times accompanied by different questions. At first you could ask them what they see, for example, then what they think, and at last what they would like to know more. 👉 See, think, wonder

Interested in more? Check out 3 visual ways to stimulate active classroom discussions

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19 Types of Questions To Grow Critical Thinking

Jan 25, 2021 | Inquiry

Fostering critical thinking skills is essential for individuals to navigate the complexities of the modern world. As educators, one powerful tool at our disposal is the art of questioning. Thought-provoking questions stimulate intellectual curiosity, challenge assumptions, and encourage deeper analysis. Here are 19 types of questions designed to cultivate critical thinking in the classroom, categorized for clarity and purpose.

Categories of Questions:

1. Exploratory Questions:

• Open-ended questions: Encourage students to explore ideas without restrictive boundaries. Example: “What are the possible outcomes of this situation?”

2. Analytical Questions:

• Socratic Questions: Prompt students to analyze their own thinking processes. Example: “How did you arrive at that conclusion?”
• Comparative Questions: Encourage students to examine similarities and differences between concepts. Example: “In what ways are these two theories alike or different?”
• Cause and Effect Questions: Prompt students to consider the consequences of actions or events. Example: “What might be the repercussions if this decision is implemented?”

3. Imaginative Questions:

• Hypothetical Questions: Challenge students to think beyond the present and consider imaginary scenarios. Example: “What would happen if we reversed the roles in this situation?”
• Problem-Solving Questions: Engage students in critical thinking by presenting real-world problems. Example: “How would you address the challenges faced by the characters in this case study?”

4. Ethical Questions:

• Ethical Dilemma Questions: Foster moral reasoning by presenting ethical quandaries. Example: “If you had to choose between honesty and loyalty, which would you prioritize and why?”

5. Inference and Reflection Questions:

• Inference Questions: Encourage students to draw conclusions based on available information. Example: “What can you infer from the data provided?”
• Reflection Questions: Stimulate metacognition by prompting students to reflect on their own thought processes. Example: “How has your perspective on this topic evolved over time?”

6. Divergent Thinking Questions:

• Contradiction Questions: Encourage students to identify and resolve conflicting ideas. Example: “How can we reconcile these two seemingly contradictory viewpoints?”
• Prioritization Questions: Challenge students to determine the most significant factors in a given situation. Example: “What factors should be prioritized in making this decision?”

7. Integrative Questions:

• Interdisciplinary Questions: Encourage the integration of knowledge from multiple disciplines. Example: “How might principles from psychology and economics intersect in this context?”

8. Forward-Thinking Questions:

• Predictive Questions: Prompt students to anticipate future developments based on current trends. Example: “What might be the long-term implications of this social phenomenon?”

9. Collaborative and Metacognitive Questions:

• Collaborative Questions: Foster teamwork and collective problem-solving. Example: “How can diverse perspectives contribute to a more comprehensive understanding of this issue?”
• Meta-Questions: Encourage students to think about their thinking. Example: “What assumptions underlie your perspective, and how might they influence your conclusions?”

10. Awareness Questions:

• Bias Recognition Questions: Develop awareness of personal biases and perspectives. Example: “In what ways might your background influence your interpretation of this information?”

11. Systems Thinking Questions:

• Systemic Thinking Questions: Prompt students to consider the broader systems at play. Example: “How does this individual decision impact the larger system?”

12. Relevance and Adaptation Questions:

• Relevance Questions: Challenge students to assess the significance of information. Example: “How does this information contribute to our understanding of the main issue?”
• Adaptation Questions: Encourage flexibility in thinking by exploring alternative solutions. Example: “If the circumstances change, how might your approach to this problem evolve?”

Incorporating these diverse question types into your teaching repertoire can transform the learning experience, help create a culture of inquiry , equipping students with the invaluable skill of critical thinking. As educators, we have the power to shape not only what our students know but also how they think, empowering them to navigate the complexities of an ever-changing world with confidence and intellectual agility.

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85 Critical Thinking Questions to Carefully Examine Any Information

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The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

17 Types of Questions for Teachers in the Classroom

Questions are the foundation of almost any class, but knowing when to ask the right ones may require some pre-planning. Educators can use different types of questions in teaching to check on a student’s understanding, spark discussion, or help others learn from their peers.

Of course, you may have the perfect list of questions to ask, but keeping students engaged and talking can become another hurdle. We’ll go over different strategies for designing effective questions and how to handle various situations, such as incorrect answers or silence. Plus, we’ll show you how tech like Poll Everywhere can help you engage your students with interactive presentations and questions .

How to design effective and engaging questions (and get students to respond)

Keeping students engaged while you ask questions designed to measure their level of understanding is an art. Here are some steps you can take to thoughtfully craft different types of questions for your classroom:

Planning what types of questions to ask

• Choose a goal for asking questions: This helps you decide which types of questions used in teaching are best for your needs.
• Decide what course material to base questions on: It’s better to choose content you feel is important to the overall learning objectives noted in your lesson plan.
• Plan critical questions ahead of time: While it’s okay to formulate questions as the class progresses, it’s important to plan questions you deem essential to gauging students’ learning or prompting critical thinking ahead of time.
• Adapt questions to students’ knowledge levels: Make sure your questions challenge your students' understanding of newly presented topics or assess their foundational knowledge—using a diagnostic assessment before and after the semester can help gauge current knowledge.
• Use a variety of question types: Using a variety of question types—even for the same concept—can help students better grasp the course material by prompting them to think about their answers in different ways. Using Bloom’s Taxonomy to develop multiple levels of questions for the same topic is helpful.
• Anticipate possible answers: This helps you ensure the phrasing of your question isn’t too vague or misleading, as well as whether the questions match your learning objectives.

Asking questions

• Phrase questions clearly: Ensure your questions are unambiguous and are phrased logically so students don’t misunderstand or end up more confused.
• Allow time to process the question: Don’t be afraid of silence—it likely means your students are contemplating the question and thinking through their responses. You should always wait a moment for students to process the question before rephrasing or assuming they don’t understand.
• Avoid including the answer in your questions: If you’re assessing students’ comprehension, including the answer in your question defeats the purpose and likely won’t encourage engagement.
• Vary the types of questions you ask: By varying the questions you use in your teaching, you can prompt students to think about the material in different ways.

Assessing student responses

• Follow student responses with reflection: A reflective statement (e.g., “It sounds like…” or “What did you mean when you said…?”) helps you show you’re listening and double-check your understanding of the response.
• Ask students to elaborate: Similar to making a reflective statement, you can outright request that a student elaborate on their response. This can help you really dig into their level of comprehension and may also help other students who are listening in by giving them insight into their peers’ thinking processes.
• Know how you’ll handle incorrect answers: Have a game plan in place in case students answer incorrectly. This not only reduces the chance of confusion but also helps you confidently guide the discussion so students can come to the correct answer and understand why their original answer was incorrect.
• Encourage other students to chime in: Turn a one-way conversation into a discussion by inviting others to offer their opinions or state if they agree or disagree (and why).
• Use positive reinforcement: Make students feel confident and glad they responded by smiling, using positive statements, nodding, and making eye contact. This positive reinforcement can help students feel safe when responding—or when asking questions.
• Keep track of who’s responded: While some students are eager to offer their two cents, others may be more reluctant. You can create a more inclusive and inviting discussion by allowing a variety of students to share. If you teach a hybrid class, be sure to include both in-person and remote students as well.

3 strategies for addressing incorrect answers or surface-level understanding

If your students don’t respond with a satisfactory answer, you can take advantage of that time to help students understand what they got wrong and what the correct answer is. Three different strategies for guiding students to a better understanding of the topic include probing, redirecting, and refocusing.

• Probing: The probing strategy encourages students to use critical thinking to analyze their answers. This may involve uncovering relationships by comparing and contrasting different concepts, or instructors can ask students to clarify their ideas by providing examples. Additionally, educators can help students pinpoint assumptions used to justify their answers.
• Redirecting: By using redirection carefully, you can invite other students to correct a peer’s incorrect answers. This strategy also encourages more students to participate in the discussion by asking if they agree with the answer or if they can provide an example to support the answer. Just be sure to lay out ground rules before opening up a discussion based on one student’s thoughts to avoid unnecessary conflict.
• Refocusing: Instructors can refocus students if their answer doesn’t quite fit with the content being discussed. For example, let’s say you ask, “What’s one way our modern food system is making people sick?” and a student responds with, “Doesn’t it encourage us to overeat?”—you might refocus the discussion to discuss how not all calories are nutritionally equal by asking, “Yes, but what if we’re talking about not just caloric intake but nutritional intake as well?”

How to use Bloom’s Taxonomy to craft engaging questions

Bloom’s Taxonomy is a framework intended to define different levels of learning and help teachers assess student progress. You can use this concept to develop questions that assess students’ levels of understanding. According to Bloom’s Taxonomy, there are six different levels of understanding: remember, understand, apply, analyze, evaluate, and create.

Remember, understand, and apply questions are typically used to assess learners’ comprehension to see whether anyone needs additional assistance grasping the course content. Analyze, evaluate, and create questions are more often used to encourage deeper critical thinking and problem-solving, or to spark discussions.

If you start with higher-level questions associated with the analyze, evaluate, and create levels and students aren’t sure of the answer, asking a follow-up question related to the lower levels of remember, understand, and apply can help you judge whether your learners understand the course material or not.

Here are some examples to help you craft your own questions based on Bloom’s Taxonomy:

• Can you describe ____?
• When did ____ happen?
• Which is true/false, ____ or ____?
• What does ____ mean?
• How would you show ____?
• How would you compare/contrast ____?
• What’s the main idea of ____?
• What would happen if ____?
• How would you state ____ in your own words?
• Which statements support ____?
• Do you know of another instance where ____?
• What examples can you think of to support ____?
• How would you use ____?
• How would you solve ____ using what you’ve learned?
• What questions would you ask to better understand ____?
• Why do you think ____?
• What conclusions can you draw about ____?
• Why did ____ changes occur?
• What’s the theme of ____?
• How is ____ similar to ____?
• What’s your opinion of ____ and why?
• How would you handle ____?
• Is there a better solution to ____?
• What information would you use to support the view of ____?
• Why was ____ better than ____?
• Can you see a possible solution for ____?
• What alternative can you propose for ____?
• How would you test ____?
• What would you predict is the outcome of ____?
• What new/unique uses can you come up with for ____?

What to do if students don’t respond to questions

Possibly one of the worst nightmares any instructor can have is asking a question and being met with silence. But with a few simple strategies you can turn silence into learning opportunities:

• Rephrase the question: Chances are your students don’t understand the question or aren’t sure what you’re looking for. In this case, rephrasing the question to clarify could help clear up the confusion. For example, let’s say you ask your students, “How would you define a project?” You can reword the question by asking, “In what ways are projects different from processes?”
• Prompt with information: You might be able to jog students’ memories or thinking by providing information or context. For example, if students cannot answer “How do you calculate the circumference of a circle?” you could break the question down by asking “How do you calculate the radius of a circle?”

Why is it important to use engaging questions while teaching?

At a minimum, crafting thoughtful questions can help you judge whether your class comprehends the concepts presented in the course. Additionally, strategically designing questions can improve students’ learning comprehension by helping them think critically and creatively as well as encouraging them to engage with the course content.

Questions, credibility, and feedback are all aspects of communication that can improve student engagement. A 2021 study published in the Frontiers in Psychology journal found a “strong dynamic between the aspects of academic engagement and teacher caring, credibility, feedback, and communication style.” Additionally, one study participant noted that an instructor’s credibility actually improves if they don’t always know the answers to all questions.

17 effective types of questions in teaching

Planning out your questions for each lesson also involves considering what types of questions you’ll ask. There are numerous question types and each one may elicit a different response from students. Here are some more effective types of questions to use in teaching that encourage critical thinking and creativity:

A type of rhetorical question, display questions help educators check on students’ ability to retrieve information.

• How much of the body’s oxygen consumption does the brain account for?
• Who wrote “The Faerie Queene?”

2. Referential

A referential question is used when the person asking the question doesn’t know the answer. These types of questions may be helpful to instructors when gathering student feedback about course materials and activities—or to create personal connections by checking in on how students are doing.

• Overall, do you feel this class was beneficial?
• How was your weekend?

Factual questions, also called explicit questions, call on students to answer using information pulled directly from reading assignments. Educators can use factual questions to understand whether students understand the concepts presented in the readings.

Factual questions are an essential starting point for students to expand on the information they’ve learned with critical thinking.

• Which art movement is Salvador Dali associated with?
• Who designed the Sagrada Familia in Barcelona, Spain?

4. Convergent

These types of questions ask students to pull together ideas and information from different sources and synthesize them to create a logical answer. Convergent questions are ideal for problem-solving activities.

• What was the common theme in last week’s reading?
• How would you describe this current event in one word?

5. Divergent

The opposite of convergent questions, divergent questions don’t have a single answer. These types of questions are best used to inspire creative responses and encourage students to consider different points of view, ideas, and scenarios.

• How do you think Edgar Allen Poe would have ended “The Tell-Tale Heart” if his main character didn’t confess?
• How do you think the US might be different if the assassination of John F. Kennedy never took place?

6. Evaluative

An evaluative question requires students to think of a response based on their opinion. These questions can prompt students to think critically about readings or discussions and draw connections to their own experiences or ideals.

• What do you think about Captain Ahab’s mission to find the white whale?
• Do you agree with what the author said in this paper about animal rights?

Open-ended questions are essential to prompt students to think critically about their answers. Open questions can’t be answered with a simple “Yes” or “No,” making them a powerful tool for inspiring discussion.

• What is the main purpose of the United Nations?
• What’s one major breakthrough we’ve had in science over the last 10 years?

Learn more: Marquise McGraw, Ph.D., a professional lecturer at American University, gets students involved in discussions using Poll Everywhere. Find out his personal strategies for engaging everyone —even students who are normally too shy to share—in classroom discussions.

If instructors are trying to get a student to provide more information about their answer, they can use probing questions to prompt students to clarify, justify, or elaborate on their thoughts.

• What information helped you come to that conclusion?
• Who might disagree with your answer?

9. Multiple choice

One of the most common types of questions, multiple-choice questions provide options for students to choose from when answering. Usually, multiple-choice questions have one correct answer, but alternatives include prompting students to choose the option that’s wrong out of a list of correct options or offering an “All of the above” option.

Multiple-choice questions can improve student participation by making it easier for them to respond. Tech like Poll Everywhere further enhances this accessibility by allowing students to answer using their cell phones—or answer anonymously if the instructor chooses to set up the question that way.

• Which project document includes the description, owner, source, priority, and status of product requirements? a) The project charter b) The requirements traceability matrix c) The scope management plan d) The work breakdown structure
• How are tertiary colors created? a) Mixing equal amounts of two secondary colors b) Mixing unequal amounts of two primary colors c) Mixing three primary colors d) All of the above

Focal questions encourage students to pick a side and support their position with logical reasoning. These can be helpful in inspiring students to consider alternative points of view or schools of thought.

• Do you think all US citizens should have to sign up for the draft? Why or why not?
• Do you believe it was within the right of the US Supreme Court to overturn Roe v. Wade? Why or why not?

Physicist Enrico Fermi is the namesake of the Fermi question, which requires students to estimate an answer based on limited information. You may recognize this type of question from articles covering Google’s unconventional approach to interviewing potential new employees, as Fermi questions require creative thinking and the ability to work through a problem.

• Why are manhole covers round?
• How would you explain how the internet works to a seven-year-old?

Thunk questions are intended to encourage students to pause and look at what might normally be a common, benign concept in a different light. (Fun fact: The term “thunk” is based on the irregular form of the verb “think.”)

• If your pet could talk, what would it say about you?
• What’s the difference between knowing and believing?

13. Hypothetical

Hypothetical questions use the good old “What if…” structure to prompt students to consider a scenario and how they would react or feel. Hypothetical questions inspire creativity, problem-solving, and critical thinking.

• What if Europeans never reached North or South America, how would the world be different?
• What do you think life would be like if dinosaurs never went extinct?

14. Ethical

Educators can present students with moral dilemmas using ethical questions. These types of questions don’t have a right or wrong answer but do require students to think critically about why they believe their answer is correct. Ethical questions are excellent discussion starters.

• Do you think countries should be able to claim other planets as their own?
• Should we take care of workers whose jobs are replaced by AI?

15. Application

Instructors can use application questions to encourage students to apply newly gained knowledge related to the course. By using information they’ve learned in class and applying it to real-world situations, students can achieve a higher level of comprehension.

• What are some examples of media bias you’ve seen recently?
• How would you demonstrate Newton’s first law using objects on your desk or in the classroom?
• Using what you know about cognitive bias, how would you design a website landing page that converts leads?

16. Affective

You can encourage students to engage with course content on a more personal level by using affective questions. These types of questions ask students about their feelings toward a topic and how it relates to their values.

Poll Everywhere’s numeric rating scale allows educators to present affective questions in a friendly way. Ask students to rate how they feel about an issue using a scale from one to five, then ask if anyone wants to chime in with the reasoning behind their rating to kick the discussion off.

• How do you feel about the author’s portrayal of Lenny?
• Is the use of imagination in art important to you?

These types of questions are used to gauge your students’ understanding of a topic all at the same time. By using hinge questions, you can decide whether the day’s class should continue going over the topic or if you can move on to the next lesson.

• Which of the following examples represents an allegory?
• Which of the following is an example of soft news?

3 types of ineffective questions to avoid (or use carefully)

Along with the 17 types of effective questions above, there are three more types of questions that can become problematic if not used carefully.

• Binary: Also called a closed question, a binary question is usually answered with “Yes” or No” or variations thereof. These questions typically force students to choose a side and are more effective if there’s no right or wrong answer or if you probe for additional information.
• Leading: Leading questions are problematic because they suggest the correct or desired answer. An example of a leading question is, “How satisfied were you with the class?”
• Loaded: These types of questions include an implicit assumption about the respondent. An example of a loaded question is, “How many times did you cheat on your exams during the semester?”

Poll Everywhere makes gauging student understanding effective and engaging

Getting students to participate in discussions or even ask their own questions is challenging. Designing effective questions based on your desired outcomes or learning objectives keeps you one step ahead of in-class conversations. However, you should also be ready to guide discussions back on topic if students take off on tangents or a respectful debate becomes a heated argument.

Tech like Poll Everywhere can help you present your questions in an engaging format that invites all students to participate. With the ability to ask and share any type of question using Poll Everywhere, including multiple-choice, you can quickly and easily inspire and guide discussions that all students are excited to participate in.

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Elevating Classroom Experiences with Effective Questioning Techniques

Aashita Pillai

Aashita is a writer here at Suraasa and has formerly worked as a Teacher Mentor for a couple of years. She wields words like weapons to help readers get clear and concise information.

What are Questioning Techniques in Teaching?

Why are questioning techniques important, integrating questioning techniques in the classroom, exploring different types of questioning techniques, examples of using questioning techniques across different subjects and grades, frequently asked questions (faqs).

Teachers, picture this:  ‍ ‍ You're in the middle of a lesson, pouring your energy and knowledge into those eager faces. You ask a question, and there's silence, a void that seems to stretch into eternity.  Or perhaps you're met with a barrage of half-hearted answers that don't quite hit the mark.

These moments can be frustrating. You might be asking yourself, "Am I really making an impact? Are my students truly grasping the concepts I'm teaching?". It's moments like these when teaching can feel incredibly challenging.

So, what's the solution? How can you regain your students' interest and improve their learning? The answer lies in the art of effective questioning techniques. These techniques will turn the tide in your favor. They will bring engagement and excitement back to your classroom. In this blog, let's dive into some of the most effective questioning techniques. We'll explore techniques that can help you turn those silent moments into lively discussions and those hesitant responses into confident answers. Together, we'll elevate your classroom experiences and inspire your students like never before.

In a nutshell, questioning techniques are the art and science of asking well-timed, thought-provoking questions in the classroom. These questions serve as bridges between teachers and students, connecting knowledge with understanding. Let’s take this example to understand what an effective line of questioning is: You're teaching a history lesson about the American Revolution. Instead of simply stating facts, you ask your students, "What do you think motivated the American colonists to fight for independence?". Instantly, you've set the stage for an engaging discussion. This is the essence of questioning techniques.

By now, you've gained a solid grasp of what effective questioning techniques entail. Let's delve into the pivotal reasons why leveraging these techniques is of paramount importance.

Enhancing Critical Thinking through Thoughtful Inquiry

Effective questioning isn't just about seeking answers; it's about nurturing critical thinking. It's like a mental workout that challenges students to dive deeper into the subject matter. It encourages them to explore and analyze, turning passive learning into an active pursuit of knowledge. So, instead of asking, "What is photosynthesis?" you can ask, "How does photosynthesis help the environment?". This kind of question makes students think deeply.

Fostering Active Participation in the Learning Process

The power of a well-placed question is remarkable. It transforms a monologue into a dialogue. When you ask well-crafted questions, you invite students to actively engage in the learning process. They engage with the subject, share their thoughts, and learn collaboratively. The engagement between the students is a sign of a vibrant and interactive classroom. For example, let’s say you’ve just covered a fascinating topic in history. Now, instead of moving on, you pose a question to your students, “What if this event had unfolded differently?”. This question sparks a lively discussion where students can share their viewpoints and engage actively in the class.

Encouraging Deeper Understanding of Subject Matter

Questions guide the path to comprehension. The days of rote memorization have faded into the past. In the contemporary classroom, what truly matters is ensuring that students grasp the fundamental concepts. Questions like, "Why do you think the Industrial Revolution had such a significant impact on society?" encourage exploration and analysis. It's about understanding the “why”, not just the “what”.

Cultivating a Culture of Curiosity and Exploration

Effective questioning ignites curiosity. It prompts students to seek answers, explore, and discover. When teachers ask "why" and "how," in the classroom, students start exploring more. It's like an adventure for their minds. By encouraging inquisitiveness, you create a learning environment where students are not satisfied with the surface but dig deeper to satiate their curiosity. Let’s say you're discussing the concept of geometry in mathematics. Instead of merely presenting formulas and properties, you ask a thought-provoking question: "Can you think of real-life situations where the properties of triangles can be crucial?". Students will then begin to think about practical applications of geometry, such as in architecture or even everyday scenarios like measuring heights. We hope you’re now clear on why questioning techniques are important. Let’s move on to our next section on how we can integrate them into the classroom.

Beyond formal lessons, your classrooms are brimming with daily opportunities for questions to shine. Let's dive into these everyday chances where questioning techniques can transform ordinary classroom experiences into extraordinary learning experiences.

Microteaching and the Art of Questioning

What is it.

Microteaching is a technique where teachers practice their teaching skills in front of a small group of peers or students for a short period (usually 5 to 15 minutes).

How does it help?

It is a useful way to get feedback and improve one’s teaching performance.

You want to take a microlesson on fractions for a group of 4th-grade students. You can then apply the effective questioning in microteaching. You can plan and practice using different question formats like Short answer: “How do you add ¼ and ½ ?” True/false: “To simplify a fraction, you need to divide both the numerator and denominator by the same number. True or false?”

Crafting Question-Centric Lesson Plans

This involves planning your lessons with specific questions strategically placed to achieve desired learning outcomes.

A well-crafted lesson plan ensures that questioning techniques are integrated seamlessly into your teaching. This will foster student engagement and deeper understanding.

You want to teach a lesson about climate change to 8th-grade students. You create a structured lesson plan with objectives, learning outcomes, content, and questions to ask during each stage in the lesson like- Introduction: “How do you think climate change affects our planet?” Closure: “What are some actions that you can take to help combat climate change?”

Fostering Student Engagement through Classroom Discussions

What is it ‍.

Classroom discussions are interactive sessions where students engage in open dialogue, share their thoughts, and explore a specific topic. ‍

During classroom discussions, ask open-ended questions that encourage students to share their perspectives and engage in meaningful dialogue. These questions promote active participation, critical thinking, and a deeper understanding of the subject matter.

‍ Example: ‍

You're conducting a classroom discussion on a historical event, such as the American Revolution. You can use various questioning techniques to facilitate the conversation like- Open-ended Questions: "How did the events of the American Revolution impact the course of history?" Comparative Questions: "How did the American Revolution differ from other revolutionary movements?"

If you're eager to learn how you can become a more effective teacher in the classroom, consider talking to a mentor for valuable one-on-one guidance today .

In the previous section, we learned how to implement effective questioning in daily classroom situations. These techniques are like tools in your teaching toolbox that will help you engage your students and foster deeper understanding. Let’s dive right into it:

1. Posing Open-ended Questions

Open-ended questions are those that require more than a simple "yes" or "no" answer, encouraging students to think critically and express themselves. ‍

Open-ended questions stimulate discussion, promote critical thinking, and allow for diverse perspectives to emerge in the classroom.

Instead of asking, "Did you like the book?" you might ask, "What aspects of the book did you find most interesting, and why?"

2. The Socratic Method

The Socratic method is a technique that involves asking a series of questions that lead students to discover the answer or solution to a problem by themselves. ‍

The Socratic Method fosters independent thinking, encourages active participation, and helps students construct their knowledge.

Suppose you're teaching a class that's discussing a novel or a play, like Shakespeare's "Hamlet". To encourage critical thinking and discussion, you could pose questions like: "What do you think motivates Hamlet's actions throughout the play?" "Can you identify any moments in the story where characters face moral dilemmas?" "Why do you think Shakespeare chose to set the play in Denmark?" Through these questions, students can analyze character motivations, and explore the broader themes and literary choices in the work. They develop a more nuanced understanding of the text and its various interpretations.

3. The Scaffolding Technique

Scaffolding involves providing support and guidance to students as they learn, gradually reducing assistance as they become more capable. You start with simpler questions and gradually progress to more complex ones as students gain confidence.

‍ How does it help?

Scaffolding with questions helps students build their understanding step by step, ensuring a solid educational foundation.

‍ Suppose you're teaching a group of elementary school students about basic addition. You can use scaffolding with questions like: Question 1: "What is 2 + 2?" Question 2: "Now, how about 3 + 3?" Question 3: "Great! Can you tell me what 4 + 4 is?" Question 4: "Let's make it a bit more challenging. What's 7 + 5?" Question 5: "Now, try 9 + 8. You're doing really well!" In this case, you're providing support and gradually increasing the complexity of the questions as the students demonstrate their understanding.

4. Posing Hinge-Point Questions

Hinge point questions are specific questions used by teachers to assess student understanding at crucial junctures during a lesson. 

Based on students' responses to these questions, you can decide whether to proceed with the lesson or to revisit the concept if necessary. This ensures that all students are on the same page before you advance to the next stage of the lesson.

Let’s say you're teaching new words to your students, like 'magnificent.' You can ask, "Can you use 'magnificent' in a sentence?". If they get it right, it's a green light to continue. If not, it's a red light to stop and explain further.

Now that we've explored these practical techniques, you're better equipped to engage your students and foster deeper understanding. But we're not done yet.

Effective questioning is not limited to one subject or grade level. It can be integrated across various subjects and grade levels to enhance student learning and engagement. In this section, we will discuss a few examples on how questioning techniques can be applied to different subject areas and grade levels.

Across Different Subjects

Questioning techniques can be adapted to different subject areas by using subject-specific content, vocabulary, concepts, and skills. Here are some examples of how it can be integrated across some subjects: ‍

Science is a subject that involves observing, experimenting, hypothesizing, analyzing, and explaining natural phenomena. Effective questioning can help teachers and students explore scientific concepts, processes, and methods. Some examples of science questions are:

• What are some examples of physical and chemical changes? How can you tell them apart?
• How does gravity affect the motion of objects on Earth and in space?
• How do plants make their food? What are some factors that affect photosynthesis?

Mathematics

Mathematics is a subject that involves calculating, measuring, reasoning, problem-solving, and modeling numerical and spatial relationships. Effective questioning techniques can help teachers and students explore mathematical concepts, procedures, and applications. Some examples of mathematics questions are:

• What are some properties of odd and even numbers? How can you use them to check your calculations?
• How do you measure the area and perimeter of different shapes? How can you use formulas or tools to find them?
• What are some real-life situations that involve fractions, decimals, or percentages? How can you convert between them?

Literature is a subject that involves reading, interpreting, analyzing, and appreciating various forms and genres of texts. Effective questioning techniques can help teachers and students explore literary elements, devices, and themes. Some examples of literature questions are:

• Who are the main characters in the story? How do they change throughout the story?
• What is the setting of the story? How does it affect the mood and atmosphere of the story?
• What are some of the literary devices that the author uses? How do they enhance the meaning and effect of the text?

Social Studies

Social studies is a subject that involves studying the history, geography, culture, and society of different regions and peoples. Effective questioning techniques can help teachers and students explore social issues, events, and perspectives. Some examples of social studies questions are:

• What are some of the causes and effects of the French Revolution? How did it influence the world history and politics?
• What are some of the physical and human features of India? How do they shape its diversity and identity?
• What are some of the values and beliefs of Buddhism? How do they influence their followers’ way of life?

Art is a subject that involves creating, expressing, and appreciating various forms and media of visual arts. Effective questioning techniques can help teachers and students explore artistic elements, techniques, and styles. Some examples of art questions are:

• What are some of the elements of art (such as color, shape, line, texture, etc.)?
• What are some of the techniques of art (such as painting, drawing, sculpting, etc.)? How do they require different skills and tools to create an artwork?
• What are some of the styles of art (such as realism, impressionism, cubism, etc.)? How do they reflect different historical and cultural contexts and influences?

Note: While we have tried to cover the most common subjects, it is possible that your specific subject is not listed above. In such cases, we recommend you research and adapt questioning techniques to match the content and learning objectives of your subject, ensuring a tailored approach to your teaching needs.

Across Different Grades

Questioning techniques can be adapted to different grade levels by using grade-appropriate content, vocabulary, concepts, and skills. Here are some examples of how it can be integrated across different grade levels:

To summarise, effective questioning techniques stand as the cornerstone of engaging and transformative classroom experiences. Your thoughtful questions not only inspire curiosity but also nurture critical thinking, ultimately deepening comprehension. By embracing these effective techniques, you empower yourself to become an even more impactful educator. When that happens, you're not just shaping students; you're influencing an entire generation of lifelong learners. 

‍ If you're eager to further enhance your teaching abilities, consider talking to a mentor for valuable one-on-one guidance today. Your journey towards becoming an even better teacher begins with a simple conversation.

How to improve questioning techniques in the classroom?

Improving your questioning techniques in the classroom involves several steps. First, aim to ask open-ended questions that encourage critical thinking rather than simple yes/no queries. Be patient and give students adequate time to respond thoughtfully. Practice active listening to understand their responses fully, and use their answers to guide the discussion further. Additionally, adapt your questions to the specific subject matter and age group you're teaching.

How to infuse effective questioning techniques in a classroom PowerPoint Presentation (PPT)?

To incorporate effective questioning techniques in a classroom PowerPoint presentation, you can add interactive slides with questions, polls, or discussion prompts. You can also use tools like Mentimeter and Poll Everywhere to create interactive presentations. Encourage students to think and respond by using visuals, videos, or real-world examples in your slides. Make sure to allow time for students to reflect on the questions and discuss their answers. This engagement can transform a typical presentation into an interactive learning experience.

Why do classroom teachers use questioning techniques as part of their teaching strategies?

Teachers use questioning techniques as an integral part of their teaching strategies because these techniques promote active learning, critical thinking, and deeper understanding. Questions encourage students to engage with the subject matter actively, think critically, and explore concepts in depth. They also foster a culture of curiosity, making learning more enjoyable and effective.

Are there any drawbacks to overusing questioning in the classroom?

While questioning is an essential teaching tool, overusing it can have some drawbacks. Over-questioning might lead to students feeling overwhelmed or anxious, especially if they're hesitant to participate. It can also disrupt the flow of a lesson. Striking a balance between questioning and other teaching strategies is crucial to maintaining an effective and engaging learning environment.

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21 Ways to Raise Critical-Thinking Children in the Digital Age

Posted: February 26, 2024 | Last updated: February 26, 2024

Today, instilling critical thinking in children has never been more crucial. Drawing insights from educators, psychologists, and seasoned parents alike, we unveil innovative strategies to sharpen young minds.

Encourage Curiosity

Children are naturally curious. Tap into this by asking them open-ended questions about their surroundings and experiences. Encourage them to ask ‘why’ and ‘how’ instead of just accepting things at face value. This fosters a mindset that seeks understanding and challenges assumptions.

Introduce Brain Teasers

Brain teasers are a fun way to develop critical thinking. These puzzles require children to apply logic and problem-solving skills. They learn to look beyond the obvious and understand that there can be multiple solutions to a single problem. This playful approach can make critical thinking an enjoyable habit.

Practice Mindfulness

Mindfulness helps children become more aware of their thoughts and feelings. By practicing mindfulness, they learn to observe their reactions without judgment. This awareness is key in critical thinking, as it allows children to consider their thoughts and decisions more carefully.

Explore Nature Together

Nature is full of wonders that spark curiosity and critical thinking. Take walks and encourage kids to observe and question the natural world. Discuss the ecosystem, the weather patterns, and the science behind what they see. This instills a deeper understanding of the world and its complexities.

Use Storytelling

Storytelling is a powerful tool for critical thinking. Share stories that have morals and discuss the characters’ decisions and their consequences. Ask children what they would have done differently. This helps them understand different perspectives and the impact of decisions.

Promote Artistic Expression

Art encourages creative thinking, which is a component of critical thinking. Encourage children to express themselves through drawing, painting, or crafting. Discuss their creations, asking about their choices and thought processes. This helps them articulate and evaluate their ideas.

Implement Technology Breaks

Regular breaks from technology can help children engage more deeply with the world around them. During these breaks, encourage physical play, reading, or conversation. This shift in focus can enhance attention to detail and critical observation skills.

Teach Basic Logic

Introduce basic principles of logic in a way that’s accessible to children. Use simple examples to explain cause and effect, sequencing, and categorization. Understanding these concepts can help children analyze information more effectively.

Role-Playing Games

Role-playing games require decision-making and problem-solving. Children learn to think ahead, anticipate consequences, and work collaboratively. This interactive play can sharpen critical thinking skills in a fun, engaging way.

Encourage Scientific Experimentation

Science experiments at home can be simple yet exciting. They teach children to form hypotheses, conduct tests, and analyze results. This hands-on approach to learning encourages them to question and understand how things work.

Developing Emotional Intelligence

Understanding emotions is a key aspect of critical thinking. Teach children to recognize and articulate their feelings and those of others. This helps them understand the impact of emotions on decision-making and interpersonal relationships.

Learning from Mistakes

Use mistakes as learning opportunities. Discuss what went wrong, why it happened, and how to approach things differently in the future. This approach teaches children to evaluate their actions and learn from their experiences.

Exploring Historical Events

Discuss historical events and their implications. Ask children to consider different perspectives and the reasons behind people’s actions. Understanding history in this way helps develop a critical approach to information and narratives.

Critical Reading Sessions

While reading together, pause to discuss plot points, characters, and underlying themes. Ask predictive questions and encourage children to form and express their opinions. This enhances their ability to analyze and interpret information.

Problem-Solving Activities

Engage children in activities that require problem-solving. This could be puzzles, strategy games, or real-life scenarios. These activities teach children to think critically by considering various solutions and their potential outcomes.

Encourage Group Discussions

Group discussions on various topics can help children understand diverse viewpoints. Teach them to listen actively, ask questions, and articulate their own thoughts. This social interaction is crucial for developing critical thinking.

Time Management Skills

Teach children the importance of time management. Help them plan their activities and prioritize tasks. This skill helps them make informed decisions about how to best use their time and resources.

Explore Music and Rhythm

Music and rhythm can be used to enhance cognitive abilities. Discussing patterns in music, lyrics, and rhythm helps children understand complex structures in a playful way. It also improves memory and pattern recognition.

Understanding Media and Advertising

Teach children to critically assess advertisements and media messages. Discuss the intent behind commercials and the strategies used to persuade viewers. This awareness helps them discern and evaluate the information they’re presented with.

Fostering Independence

Encourage children to do tasks independently. This builds confidence and decision-making skills. As they face challenges and make choices, they learn to trust their judgment and think critically.

Practicing Gratitude

Practicing gratitude helps children see the world from a positive perspective. Encourage them to reflect on things they are grateful for. This practice fosters a balanced mindset, allowing for more thoughtful and empathetic critical thinking.

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