Teaching in the Interrogative


 

There are numerous strategies that teachers can use to make their classrooms less “imperative” and more “interrogative,” including:

  1. Use the think-pair-share strategy to allow students to respond to questions cooperatively.

  2. Avoid predictable question patterns by calling on students randomly and allowing for student calling.

  3. Ask students to “unpack their thinking” by describing how they arrived at an answer.

  4. Promote active listening by asking for summaries of individual and class responses to key questions.

  5. Ask students why they hold a particular position or point of view on a subject.

  6. Survey the class (e.g., How many of you agree?—Thumbs up, thumbs down...)

  7. Encourage student-constructed questions.

  8. Emphasize “why?” and “how?” questions.

  9. Use hypothetical thinking: What would happen if...? What if this had happened?

  10. Employ reversals: What happens if we reverse the steps?

  11. Apply different symbol systems: How can we present these ideas in graphic form?

  12. Use analogies: How is this like _____ ?

  13. Analyze points of view: What else might account for this? How would Hamlet view these events?

  14. Employ completion activities: Before we read the conclusion, what ending would you recommend?

 

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This site was developed by the Department of Staff Development, in collaboration with the Division of Instruction. Questions, comments, and other inquiries may be addressed to Allene Chriest (achriest@pgcps.org) or Jeff Maher  (jmaher@pgcps.org).