ABSTRACT
The value of this form of questioning is its orderliness. When I critique a discussion, either for myself or for colleagues, I find myself relying extensively on this order of questions to determine how logical I was in developing effective prompts for the students. The students become confused and discussion grinds to a halt when the instructor asks a question from the middle of this stack. For the instructor who already has the full background on the case, the chosen question is intriguing. For the students it lacks context. The result is silence. The students can keep up with the logical development of a case when the prompts move painstakingly from question to question. Each question builds on the one before it, permitting students to extend their skills at evidence and argument.
