From seeking answers to opening up possibilities: Asking questions using tentative language to invite different interpretations

This week’s small tweak is about effective questioning, which we know invites participation from all students and prompts learners to think deeply for themselves (Walsh & Satts, 2005). 

Some of the best questions aim to open up discussion and invite new perspectives, and thus create jumping-off points into deeper learning opportunities. One small shift we can make to help achieve this is to be mindful of how we frame our questions when we invite students to share their thinking. For example, instead of asking questions using definitive language, like, “What does that mean?”, “How is [character] feeling here?”, or “What motivates this character?”, we can ask questions using tentative language like, “What might/could that mean?”, “How do you think [character] is feeling?”, or “What theories do we have about this character’s motivations?”

From a students’ point of view, tentative questioning like this can shift the emphasis from ‘an answer’ or from trying to ‘guess’ what the teacher wants to hear, to opening up discussion that is receptive to a range of interpretations, perspectives and possibilities.

In short, it’s more inviting, less intimidating, takes the pressure off students to ‘be right’, and fosters a culture of academic risk-taking and experimentation. 

See some examples below: 

Reference:

Walsh, J. A., & Sattes, B. D. (2005). Quality Questioning: Research-Based Practice to Engage Every Learner. California: Sage Publications.