In this module, faculty learn how to plan a questioning strategy that prompts critical thinking. The module also helps instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop their own questioning skills.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a taxonomy to appropriately scaffold questions, using the CLOSE-UP method, or assigning students a task that requires them to write their own questions.
This module is one of five modules under ACUE’s unit on Promoting Higher Order Thinking .
Dress Neck Silk Bow s3asVP8lli Stephen Brookfield
Silk Bow Dress Neck wGNXQ1 John Ireland Endowed Chair
University of St. Thomas, Minnesota
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Brookfield, S. D., & Preskill, S. (2016). The discussion book: Fifty great ways to get people talking . San Francisco, CA: Jossey-Bass.
Elder, L., & Paul, R. (2009). The thinker’s guide to the art of asking essential questions (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It’s not just Bloom’s. CBE Life Sciences Education, 12 , 47–58.
Nilson, L. B. (2010). Silk Dress Neck Bow NwspTDI1r Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Paul, R., & Elder, L. (1997, April). Socratic teaching. Retrieved from http://www.criticalthinking.org/
Paul, R., & Elder, L. (2006). The thinker’s guide to the art of Socratic Questioning (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.