ABSTRACT
This chapter provides a description of questioning as an instructional strategy, procedures for planning and implementing questions into reader's lesson, and an overview of logistical concerns, leading and facilitation tips, valid assessments, appropriate used of technology, and ideas for helping multi-lingual learners engage. It proposes guidelines to help the readers decide whether questioning is appropriate for the content of a lesson. Additionally, some teacher questions are used as an assessment technique and not as part of an instructional strategy. Wilen proposes nine common myths about the questioning of students that still apply today, and offers research-based principles for a pedagogically sound approach to counter the myths. As the authors have seen, good questions can serve to engage, motivate, and challenge students.
