The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own…

Several teachers contribute games and teaching strategies for improving students' critical thinking skills through the use of higher-order questions. A short quiz for teachers on questioning is included. (SJL)

Art lessons can teach concepts and develop students' self-confidence when they are encouraged to discuss their work. Activities and suggested questions are offered. (DF)

Reciprocal teaching uses a structured discussion based on four strategies: questioning, summarizing, clarifying, and predicting. Suggestions are presented for teachers wishing to use this technique in their classrooms. (CB)

If you can guide your students to think while they read, they are well on their way to becoming critical readers. Specific methods of questioning in order to stimulate students to think critically were outlined. (Author/RK)

This article contains suggestions for introducing the scientific concept of matter and demonstration acids and bases using low-cost, collectible supplies. Sample questions and experiments are listed to help students explore these ideas. A list of household supplies to be used in the experiments is given. (DF)

Author suggests that teachers must use appropriate questions to lead children toward exploring their inner world. (Author/RK)

Outlines objectives and implementation of a computer-based, general thinking-skills curriculum called HOTS (Higher Order Thinking Skills) in which teachers model thinking skills through sophisticated conversation and Socratic questioning techniques. The curriculum is designed to help low achievers, or discouraged learners, learn to link new…

Explains that the amount and quality of talk in the classroom directly affects student achievement and describes how to avoid the initiation-response-evaluation pattern by asking open-ended questions, igniting rich conversations, and increasing wait time with students. The paper also includes Internet resources for boosting talk in the classroom,…