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Lorem Ipsum Dolor Spring 2016
13
Questioning
As seen in emerging data presented by Zebehazy & Kritzer (2009) and
Zebehazy, Correa-Torres, & Botsford (2012), the quality of questioning that
occurs during a learning situation can dramatically change the outcome. That
is, the infusion of higher order thinking activities and questions will transform
a lesson into an opportunity to develop problem-solving
abilities. Use of
taxonomies such a Bloom's (1956) and Marzano Kendall's (2007) can be
helpful in reflecting on if the design of the learning task and the questioning
embedded during instruction moves students forward from merely giving back
learned information to actively applying, comparing, analyzing, and
evaluating. In addition, Butler, Schnellert, and Perry (in press) highlight the
importance of strategic questioning during a learning task. Strategic
questioning provides an instrumental support for developing a student's
fluency in moving through strategic action cycles when learning. In other
words, using questions that help focus students on the thinking process as a
self-regulated learner rather than just the end result of accomplishing the task
highlights the importance of the learning process and models the
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