Rephrasing procedural questions to increase student engagement is so useful! I'm going to try asking "Where do you think most students get stuck on this?" when I'm explaining assignments. I had also forgotten the incredible increase in student success when more open questions are asked.
I believe that for most instructors, developing open questions is an intimidating task, especially for those of us who are involved in trades where the requisite knowledge is highly intense and goes deep into theory. For a while I had constricted myself to closed questions as a barometer for success but, in reality open questions are a much better metric. If our job as instructors is not to provide information but provide the pathway to information, then open questions are ultimately what we are looking for our students to answer. If they can come across answers by themselves (i.e: Why are receptacles required in bathroom's and kitchen's required to be protected by GFCI protected) you will find that all precedent lessons were not in vain.
Open questions is what I use the most. I usually use it in a student group setting, but have used it after I asked a closed question to an individual student, and then the open.
Comment on Richard Ullery's post: In my teaching experience lost of closed questioning is used form this course. I will rephrase question, this will be less intemidation and should increase participation
Wording is very important, but sometimes a difficult habit to break. I like the advice on how to rephrase if anyone has a question such as, "I'd like to answer your questions." I have TAs handle the mock interviews and they will often ask those watching he interviewee if they have any feedback. I'm trying to get them to rephrase it to, "Tell him what he did well" or "What feedback do you have?"
In the Types of Questions to Ask in the Classroom module, I learned the importance of diversifying question types to enhance student engagement and promote higher-order thinking. Closed questions can be valuable for checking factual recall, but open-ended questions, particularly those that encourage interpretation, analysis, and application, are essential for fostering critical thinking and deeper understanding. This module highlighted how different question types serve unique purposes, from procedural questions that ensure students follow along to interpretive and comparative questions that encourage students to draw connections and think critically.
In applying this knowledge, I intend to be more intentional in my questioning techniques by balancing closed and open questions. I’ll use closed questions strategically to confirm understanding of foundational concepts and build confidence. For more complex topics, I plan to integrate open-ended and interpretive questions that require students to think critically, justify their answers, and apply knowledge to real-world scenarios. This approach will not only make classroom discussions richer but also encourage students to engage actively with the material.
Additionally, I look forward to learning from peers about the types of questions that resonate most in their classrooms and their strategies for maintaining a dynamic questioning approach that adjusts to students’ needs and learning levels. Through this exchange, I aim to refine my questioning techniques further, ensuring a classroom environment that promotes both engagement and mastery of content.
I am still learning and need more time to try to ask open question more than the closed question i did use to ask previously. thanks.
It is important to direct and formulate questions to students based on the overall objective of what you will be presenting.
