- Children’s questions usually show us how keen they are to learn – We see that there are gaps in their knowledge, new areas of interest, & things that puzzle them.
- Questions offer us a window into children’s learning – We discover what they are interested in, their learning styles, and how well they learn best.
- Questions are also one way that children try to take control of their own learning - As they ask questions they try to set an agenda and focus for their learning.
- Questions are a way for children to test their existing knowledge - They assess what they know and test their own hypotheses.
Above: Two of my grandchildren on a trip to the Australian Museum with me. A great stimulator of questions!
Questioning is a vital tool for parents and teachers. We should try to ask a variety of questions, but NOT just to test learning. Rather, the best use of questions is when they are used to stimulate curiosity, problem solving, imagination, a quest for knowledge and as a result, learning. A good tool for asking better questions is a simple taxonomy. There are many ways to classify questions. Below is one way I have done it based on Bloom's Taxonomy, which is still one of the most useful frameworks for questioning.
- Questions that test knowledge or seek basic recall of knowledge – “What colour is the frog?” “What did the first pig build his house from?”
- Questions that seek some level of interpretation – “How come Max's food was still hot?” “What was the story about?” “Why was Pinocchio sad?”
- Questions that require application of knowledge or problem solving – “Why didn’t the stepmother let Cinderella go to the ball?” “Why are there so many worms in this bit of the compost heap?”
- Questions that require analysis – “Can you show me all the animals that live in water?” “Why do you think the 3rd little pig got up before the time he told the wolf?” “Was Fern’s father mean to want to kill Wilbur?”
- Questions that require synthesis of knowledge – “So which animal sank the boat and how do you know?” “What do you think is going to happen when the 3rd Billy Goat crosses the bridge?”
- Questions that require some type of evaluation (opinion, values, critique, judgement) – “Was Max naughty? Should his mother have sent him to his room?”
2. How can I encourage children to ask questions?
- Ask questions of children that encourage learning and thinking
- Avoid over-using questions that just test learning, or that simply channel learning in directions that you want it to go.
- Try to give honest answers to children’s questions.
- Don’t be frightened to say “I don’t know”, but use this to demonstrate that not knowing the answer should lead to further learning “Let’s try to find out…”
His Dad suggests, “That was during the reign of Emperor Nasi Goreng - to keep the rabbits out – too many rabbits in China”.
I'll say it again, we should never be afraid to say, “I’m not sure, but I’ll think about it and let you know” (view the video HERE).
3. Here are 4 strategies to help children ask better questions
I wrote a whole book about strategies some years ago ('Teaching Reading Comprehension: Meaning Makers at Work') but here are just four strategies that can be adapted for use with children of varied ages. In these examples, I'm assuming a grade 5 (10-11 year-olds).
a) Question frameworks
Make a chart that has a simple framework for questing complete with examples. The one above based on Bloom's Taxonomy is an example. An even simpler example is one developed by Nila Banton Smith and has proven helpful for many teachers:
Literal - These ask for details or facts you can find in the text, e.g. 'What was the rat's name in Charlotte's Web?'
Interpretive - These require the reader to supply meaning not directly stated, e.g. 'Why did Fern's father want to kill the runt pig?'
Critical - These require the reader to evaluate something, e.g. 'Do you think Templeton was honest?'
Creative - These require readers to go beyond the text, to express new ideas, solve a problem etc, e.g. 'What other words might Charlotte have used in her web to save Wilbur?'
Use the chart to discuss the varied type of questions we can ask about stories, use the categories at times when asking questions of the class, model the varied forms in group work, and use them for some set work. I offer further information on the above questioning strategy in my book 'Balancing the Basics'.
b) Visual Comprehension
You can use images, cartoons or a short video segment to stimulate and model questioning. The example below shows how a simple template for group work can be used to direct attention at images and generate good questions and insights (see my post on 'Visual Comprehension' HERE).
I developed this strategy many years ago and wrote about it in 'Teaching Comprehension: Meaning Makers at Work'. It is a very simple strategy designed to get young readers thinking about the implied author and meaning that is beyond the literal. The technique is applied like this:
Other posts on comprehension
You might like to have a look at the following posts on comprehension:
'Teaching and Supporting Children's Reading Comprehension' (HERE)
'Reading to Learn Using Text Sets' (HERE)
'Improving Comprehension: Sketch to Stretch' (HERE)
'Improving Comprehension: Map Making' (HERE)
'Improving Comprehension: Advance Organisers' (HERE)
'Emergent Comprehension in Children Under Five' (HERE)
'Visual Comprehension' (HERE)
'Using Technology to Develop Vocabulary and Reading' (HERE)
'Text Talk: Why Talk Matters for Comprehension' (HERE)
'Make & Do Books: Engaging Readers in Different Ways' (HERE)
'Readers' Theatre: Ideas for Improving Comprehension, Fluency & Expression' (HERE)