Quality Follows Quantity
Early in school, students learn and practice the key question words: who, what, when, where, how, and why. Teaching about questions after this, however, often slows or stops. Sometimes students will be exposed to types of questions in textbooks, ones that are labeled “Critical Thinking” or “Synthesis.” Some textbooks have pullout boxes and brief mini-lessons that teach about questions, but these are often scattered and disconnected. Opportunities for students to write or ask their own questions are much less frequent, and in fact, in many learning situations, students are even discouraged from asking their own questions.
As early chapters of this book indicate, students do not have enough practice formulating or asking questions—and they certainly don’t have enough practice with writing and asking deep, meaningful questions. For example, according to Larry Lewin, most of the questions that students ask “either seek clarification on procedural matters (Which numbers are we supposed to do?); attempt to cut a deal (Can we write two paragraphs instead of three?); or try to detour the group from the lesson (What time does this period end?).”
This means that students must have consistent opportunities to practice asking far more questions. Engel writes, “For children to develop and satisfy their urge to know, they need role models, opportunities to practice, and guidance.” I am not suggesting that simply asking more questions will automatically lead to quality questions. More is not always better. But developing a habit of wonder and engaging in more inquiry will provide the foundation for students to get better at asking deeper, more meaningful questions.
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