New website coming soon. Stay tuned for what's to come. The University of Chicago. Asking Effective Questions. Good questions can: Motivate student learning and fuel curiosity Foster intellectual development and stimulate critical thinking Assess student understanding Guide discussion and shape a positive learning environment While mastering the art of asking good questions is a lifelong pursuit, the following are four steps you can take to begin improving your question-asking practices.
Step Two: Build a Question-Asking Tool Kit By considering the different kinds of questions you might have asked in your audit, in addition to those you did, you begin to build a question-asking tool kit. How far is Rome from the Mediterranean Sea? What are the species of ancient rhetoric? Comprehension Requires students to restate without verbatim repetition or to cite examples, thereby demonstrating deeper understanding. Explain the process of mitosis in your own words.
Can you give some examples of deliberative rhetoric? Application Requires students to solve a problem by applying their learning to a new situation. Look at the following paragraph. As described in your reading from Quintillian, what rhetorical features of prooemia introductions can you identify? Select a series of chords and play them in a chromatic sequence. Analysis Requires students to break down a concept or diagnose a situation into constituent parts, and to explain their interrelationships.
What factors led to the persecution of early Christians? Break down the arguments that the author uses to support his hypothesis. How does the artist use shapes and color to emphasize melancholy in this painting? Compare Philippians with Mark How do these authors use the figure of Jesus as a model of humility? Synthesis Requires students to use original thought to creatively solve a new problem.
Requires students to put together material for themselves into a new whole or in a new form. To those listening to a conversation, question askers may come across as defensive, evasive, or invisible, while those answering seem more fascinating, present, or memorable.
Just as the way we ask questions can facilitate trust and the sharing of information—so, too, can the way we answer them. Answering questions requires making a choice about where to fall on a continuum between privacy and transparency.
Should we answer the question? If we answer, how forthcoming should we be? What should we do when asked a question that, if answered truthfully, might reveal a less-than-glamorous fact or put us in a disadvantaged strategic position? Each end of the spectrum—fully opaque and fully transparent—has benefits and pitfalls. Keeping information private can make us feel free to experiment and learn. In negotiations, withholding sensitive information such as the fact that your alternatives are weak can help you secure better outcomes.
At the same time, transparency is an essential part of forging meaningful connections. Even in a negotiation context, transparency can lead to value-creating deals; by sharing information, participants can identify elements that are relatively unimportant to one party but important to the other—the foundation of a win-win outcome. And keeping secrets has costs. In an organizational context, people too often err on the side of privacy—and underappreciate the benefits of transparency.
How often do we realize that we could have truly bonded with a colleague only after he or she has moved on to a new company? Why are better deals often uncovered after the ink has dried, the tension has broken, and negotiators begin to chat freely?
There is no rule of thumb for how much—or what type—of information you should disclose. But this intuition is wrong. Before a conversation takes place, think carefully about whether refusing to answer tough questions would do more harm than good. Of course, at times you and your organization would be better served by keeping your cards close to your chest. In our negotiation classes, we teach strategies for handling hard questions without lying.
Eloquent dodgers were liked more than ineloquent answerers, but only when their dodges went undetected. Another effective strategy is deflecting, or answering a probing question with another question or a joke. Answerers can use this approach to lead the conversation in a different direction. Personal creativity and organizational innovation rely on a willingness to seek out novel information.
Questions and thoughtful answers foster smoother and more-effective interactions, they strengthen rapport and trust, and lead groups toward discovery. All this we have documented in our research. But we believe questions and answers have a power that goes far beyond matters of performance.
The wellspring of all questions is wonder and curiosity and a capacity for delight. We pose and respond to queries in the belief that the magic of a conversation will produce a whole that is greater than the sum of its parts. Sustained personal engagement and motivation—in our lives as well as our work—require that we are always mindful of the transformative joy of asking and answering questions. You have 1 free article s left this month. You are reading your last free article for this month.
Subscribe for unlimited access. Students are unsure of what is being asked and may refrain from attempting to answer. Too loaded. Students may guess at what you want them to say rather than tell you what they think. Getting started with designing effective questions Determine your learning objectives and align the questions with the objectives Consider which level of learning you are targeting i.
Examples include: Ask students to explain the cause of an event or why a given situation or condition has arisen these usually begin with "Why" open-ended questions Ask students to explain their reasoning for a multiple choice answer and explain why the other answers are incorrect Ask students to compare and contrast situations, cases, ideas, people, or objects Ask students to explain how to do something Ask students to use their reasoning to predict something Put the question through the following filters: Does this question draw out and work with pre-existing understandings that students bring with them?
Does this question raise the visibility of the key concepts the students are learning? Will this question stimulate peer discussion? Is it clear what the question is about? The Value of questions "Asking good questions is productive, positive, creative, and can get us what we want". Effective questions help you: Connect with your clients in a more meaningful way Better and more fully understand your client's problem Have clients experience you as an understanding, competent lawyer Work with your staff more effectively Help your staff take responsibility for their actions and solve problems within the workplace more easily Cross examine more effectively Take revealing depositions Gather better information Do more solution oriented problem solving Improve your negotiating skills Reduce mistakes Take the sting out of feedback Defuse volatile situations Get cooperation Plant your own ideas Persuade people.
What seems to be the trouble? What seems to be the problem? What seems to be your main obstacle? What do you think about doing X this way? What other ways did you try so far? What will you have to do to get the job done? What do you want? What is your desired outcome?
What benefits would you like to get out of X?
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