My TOP 5 Questioning Techniques for Teachers [Generate More Discussion & Debate in Your Lessons]

In this video, I'll be sharing with you

my top 5 questioning techniques that

will help you to generate more

discussion and more debate in your lessons.

The five questioning techniques that I'll be covering:
pose, pause, pounce & bounce; ABC questioning;

EEAA questioning; socratic questioning; and, affective questioning.

I'm gonna be talking about how and when you can

use these techniques in your lessons.

So, without further ado, let's do!

Questioning technique number four

is Socratic questioning.

Socratic questioning is actually a very detailed topic

that's covered across many disciplines, from education

to psychology to counseling.

But in essence, in the context of education,

Socratic questioning is about probing students further

to get more information and more richness

in detail from them.

With the intention of simplifying Socratic

questioning even further, there are four

roles you can adopt within the classroom

as a teacher that will allow you a practical

framework to ask Socratic questions.

These roles are the gadfly, the stingray,

the midwife, and the ignoramus.

So you could be like a gadfly, asking

more probing questions. Why do you

think that? Why is that important? Where's

the evidence for that? Does it work in every

situation? Can you apply that in the real world?

By being a gadfly, and chipping away at students,

you can definitely dig deeper into their knowledge

on a particular topic.

Alternatively, you could adopt a more

supportive approach and take on the role

of the midwife, where you are looking to give

birth to new ideas. In this role, you'd be

asking students questions which encourage

them to think of new ideas, build

upon ideas, and generate new ways

of looking at the world.

The third role you could adopt

is the stingray. This is where you administer

a shock into the discussion every now

and again to challenge conventional ways

of thinking. So you could ask questions such as

What if the opposite was true? What if

that never existed? Or, could you still

achieve that if I removed this main element?

Or you could adopt the role of ignoramus.

This one, sadly, comes quite naturally

to me. As the ignoramus, you pretend

to know absolutely nothing about the

subject. Ask your students, Why?
Why is that the case?

But how does that work? When could that

be possible? Tell me more about this.

This is an effective strategy as it puts the student

in the position of teacher and allows them the

opportunity to teach you the subject...