A guide to help instructors improve or review their questioning skills is presented, with a focus on devising appropriate questions and interpersonal skills that maximize student responses. Questions that entail knowledge, comprehension, and simple application levels are distinguished from questions requiring complex application (e.g., analysis and synthesis skills). This distinction is based on Bloom's Taxonomy for ordering thinking skills. For each taxonomy category, student learning activities and types of questions are identified. Open and closed questions are considered, and suggestions for planning questions are offered. Factors that affect successful exchanges between instructors and students are discussed: physical setting, instructor attitude, calling on students, wait-time after asking questions, handling student responses to questions, and responding to students' questions. Four methods for collecting feedback concerning the instructor's questioning skills are covered: videotape/audiotape self-review, peer review, conducting a survey on questioning, student evaluations, and interpreting collected assessments. Questionnaire items for these feedback methods are included. (SW)