A discussion is presented of the value and benefits of using questions in the classroom that will develop the critical thinking abilities of students. Some of the benefits of employing questions in classroom teaching are related to the affective domain, being psychological in nature, some are evaluative in that they provide clues to the extent of…

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Describes a districtwide thinking skills program developed by teachers in an Illinois elementary school. (MD)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Activities designed to improve student questioning techniques are described. For journal availability see annotation SO 504 171. (DE)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Various classroom questioning techniques are examined. Emphasis is placed on using questions that require higher cognitive operations by the student. This journal is available from 307 Peabody, University of North Carolina, Chapel Hill, North Carolina 27514.

Discusses several experiential education learning models and explores the concept of "processing" as an integral component of experiential learning. Presents a method of approaching the design of processing activities and makes suggestions for successful use of the method. (SB)

Through instruction in synaptic linking--the process of relating ideas and information to produce expanded interpretations and new constructs--teachers provide students with a model for answering higher level questions about their reading material. Presenting a carefully planned sequence of reading comprehension questions that require skills…

Maintains that children's thinking skills can be developed and improved through discussions of children's literature. Provides suggestions of how teachers can help students to develop their thinking through questioning techniques and children's literature. Also presents various teaching strategies involving learning activities that allow students…