Questioning is one of the most powerful, and most underused, tools in a faculty member's teaching repertoire. This interactive, one-hour online workshop introduces faculty across disciplines to effective questioning strategies in classrooms. The engagement will set the ground for questioning as a more intentional pedagogical method/approach rather than an improvised classroom habit. Participants will examine common questioning pitfalls (such as the default recitation loop and the absence of wait time), explore frameworks including Bloom's Taxonomy and Webb’s Depth of Knowledge (DoK) for designing questions across cognitive levels, and leverage questioning as a real-time formative assessment tool. Faculty will leave with classroom-ready techniques they can implement in their very next session, whether they teach in a lecture hall, seminar room, lab, or online course. 

At the conclusion of this workshop, participants will be able to: 

• Apply cognitive frameworks (e.g., Bloom’s Taxonomy and Webb’s Depth of Knowledge) to draft discipline-specific questions that shift students from factual recall to analysis and evaluation.  

• Utilize responsive questioning cycles (the ESRU sequence: Elicit - Respond - Recognize - Use) to uncover student misconceptions and guide real-time instructional decisions.  

• Implement questioning strategies for students to analytically and critically engage in processing their thinking, such as building intentional silence or wait time or structuring interactive questions for students with Think-Pair-Share. 

Instructors

Nathaniel Taeho Yu, Chelsey Bollinger, and Emily Triplett