ABSTRACT
During the years of schooling, the average student has been asked over a million questions. Some researchers have found that a teacher may ask as many as three to four hundred questions in a single day (Wilen, 1991). Others have found that questioning is one of the most dominant teaching strategies used in middle and high school classrooms, second only to lecturing (Gall, 1984). Of course, many believe that both of these strategies are overused, and often misused. In this chapter we will offer a description of questioning as an instructional strategy, propose procedures for planning and implementation, and discuss logistical concerns, classroom management, and assessment issues. Finally, we will propose guidelines to help you decide if questioning is appropriate for the content of a lesson.
