Research Summary: Effective Questioning 2 — What Works & How To Do It (EBTD)
1) What it is & when to use it
Effective questioning = using a small set of purposeful, clearly worded prompts to (a) cause thinking and (b) collect evidence you can act on.
This summary is organised as a ladder of five methodologies that build from simple to sophisticated:
- Retrieval questions (check the basics)
- Wait Time 1 & 2 (give space to think)
- Inclusive sampling (get everyone involved)
- Probing & follow-ups (“Why? How? Evidence?”)
- Dialogic teaching (pupils build on each other)
Use for: Explanations, guided practice, checks for understanding, review, plenaries.
Quick wins: More pupils answer, answers get longer and better reasoned, you see real misconceptions early.
You’ll need: A few pre-planned questions, a routine for pausing, a fair way to sample (cold call / pair-share / show-me cards).
Bangladesh fit: Works in large, multilingual, low-resource classrooms; zero tech required.
2) The evidence base (why it matters)
- Retrieval cements core knowledge; pupils remember substantially more when prompted to recall, not just re-read.
- Wait time (from ~1s to ≥3–5s) produces longer, more reasoned answers and greater participation.
- Inclusive sampling beats volunteers-only; it gives a truer picture of learning across the room.
- Probing (“why/how/evidence?”) strengthens understanding by making pupils connect ideas.
- Dialogic teaching (students respond to each other) improves reasoning, language and attainment.
Key idea: Treat the five as a progression—start with retrieval + wait, add inclusive sampling, then probing, and finally orchestrate dialogue.
3) Active ingredients (non-negotiables)
- Planned purpose: Decide কেন you’re asking (cause thinking vs check understanding).
- Balanced prompts: Mix quick recall with open “why/how/what if”.
- Wait Time 1 & 2: Pause after the question এবং after a pupil’s answer.
- Inclusive sampling: No-hands/cold call, think–pair–share, and whole-class “show-me” responses.
- Probe & bounce: Ask for reasoning; bounce answers to peers to build a chain of thought.
- Warm tone: Errors = data; keep it safe to think aloud.
4) Step-by-step rollout (4 weeks) — from low base to high challenge
Week 1 — Retrieval + Wait Time (lowest floor)
- যোগ করুন 3 retrieval checks per lesson (definitions, dates, facts, steps).
- After each question, pause 3–5s. After each answer, pause 2–3s.
- Script: “Think first… (5 seconds)… Now I’ll take answers.”
Week 2 — Inclusive Sampling (secure the middle)
- Switch এক question per lesson to no-hands up (cold call): pose → pause → name.
- যোগ করুন one think–pair–share: 20–40s pair talk, then sample 2–3 pairs.
- ব্যবহার করুন show-me responses (thumbs / fingers 1–4) for a quick whole-class check.
Week 3 — Probing (“Why? How?”) (raise the ceiling)
- After each answer, ask one probe: “Why?” “How did you work that out?” “What’s your evidence?”
- পরিচয় করিয়ে দিন one hinge question mid-lesson (MCQ/True–False) to decide whether to reteach or extend.
Week 4 — Dialogic Teaching (highest ceiling)
- Bounce answers: “Do you agree with Ayesha? Why/why not?” “Who can build on Rahim’s point?”
- Close with a mini-discussion (2–3 pupils respond to each other while you steer with prompts).
5) Common pitfalls (and how to avoid them)
- “Do you understand?” → Replace with a check: “Explain it back in your own words,” “What’s step 1?”
- Rushing silence → Count to five; tell pupils “Think time first.”
- Only volunteers answer → Cold call, pair-share, or show-me to engage all.
- Stopping at the first answer → Always probe: “Why/how?”
- Interrogation vibe → Keep tone warm; praise thinking, normalise errors.
6) Work with a colleague (coaching & observation)
Co-plan (10 mins):
- Pick এক ingredient (e.g., Wait Time).
- Co-write 4 questions (2 retrieval, 1 open, 1 hinge).
- Decide sampling (who/how) and probe stems (“Why? How do you know?”).
Mini-rubric for a 10-min drop-in
| Focus | 0 = Not seen | 1 = Emerging | 2 = Consistent | Notes |
|---|---|---|---|---|
| Wait Time 1 & 2 used | ☐ | ☐ | ☐ | |
| Inclusive sampling (cold call / pair / show-me) | ☐ | ☐ | ☐ | |
| Retrieval + hinge checks present | ☐ | ☐ | ☐ | |
| Probing follow-ups asked | ☐ | ☐ | ☐ | |
| Dialogue (peer-to-peer bounce) | ☐ | ☐ | ☐ |
Debrief (8 mins): 1 strength, 1 precise tweak; set a next-lesson goal (e.g., “Two 5-second waits + one hinge check”).
7) Bangladesh-specific tips (large, multilingual, low-resource)
- Large classes (50–60):
- ব্যবহার করুন fingers 1–4 অথবা thumbs for all-pupil checks.
- Fix bench partners for instant think–pair–share.
- Cold call via roll-list or name sticks to keep it fair.
- Multilingual learners:
- Allow pair talk in Bangla; share out in English.
- Provide sentence starters (“One reason is…”, “My evidence is…”) on the board.
- Extend wait time for language processing.
- Low-resource:
- তৈরি করুন A/B/C/D cards from scrap card; laminate paper as mini-slates.
- Use the board to display question stems এবং key vocabulary.
- Exam pressure:
- Daily retrieval + hinge finds gaps early → better exam readiness.
- Probing builds explanation skills needed in long-answer questions.
8) Five key methodologies — at-a-glance table (low → high complexity)
| Method (Ladder) | কেন এটা গুরুত্বপূর্ণ | Teacher move (scripted) | Example (Bangladesh classroom) |
|---|---|---|---|
| 1. Retrieval | Secures core knowledge; surfaces gaps fast | “Quick check: define osmosis… 5 seconds thinking.” | Class 9 Science: 3 rapid definitions; hands-down, chorus or targeted pairs. |
| 2. Wait Time 1 & 2 | Longer, better-reasoned answers; more pupils answer | “Think first… (5s)… Ok, answers.” After response: “(2–3s)… Who can add?” | Class 7 Maths: pause before calling; pause after to invite additions. |
| 3. Inclusive sampling | True picture of learning; every pupil engaged | “I’ll choose someone at random.” / “Pair talk 30s.” / “Show me 1–4.” | Class 5 English: pair-share in Bangla, share in English; MCQ with fingers. |
| 4. Probing & follow-ups | Builds reasoning; reveals misconceptions | “Why?” “How do you know?” “What evidence supports that?” | Class 8 History: “Why was the decision significant? Evidence from the text?” |
| 5. Dialogic teaching | Pupils build ideas; higher-order thinking | “Do you agree with Ayesha? Why/why not?” “Who can build on Rahim’s point?” | Class 10 Literature: brief debate on a theme; teacher steers with prompts. |
📚 Further Reading & Resources (with Links)
Formative Assessment & Inclusive Sampling (Dylan Wiliam and Allies)
“Assessment for Learning (Cambridge AfL Keynote)” by Dylan Wiliam
A foundational conference paper (Word document) in which Wiliam explains the core strategies of formative assessment and why formative practices matter.
→ Download / view via Dylan Wiliam’s site:
https://dylanwiliam.org/Dylan_Wiliams_website/Papers_files/Cambridge%20AfL%20keynote.doc
“Revisiting Dylan Wiliam’s Five Brilliant Formative Assessment Strategies” (Teacherhead blog)
A well-written summary of the five strategies Wiliam advocates, with commentary on how they play out in practice.
→ Read on Teacherhead:
https://teacherhead.com/2019/01/10/revisiting-dylan-wiliams-five-brilliant-formative-assessment-strategies/
“Formative Assessment Strategies: A Teacher’s Guide” (Structural Learning website)
Practical guide linking Wiliam’s ideas to classroom practice—useful for teachers wanting to adapt formative techniques (including questioning) to their lessons.
→ View the guide:
https://www.structural-learning.com/post/formative-assessment-strategies-a-teachers-guide
“Assessment: The Bridge between Teaching and Learning” (ResearchGate article)
A more theoretical piece that ties assessment theory to classroom practice, referencing Wiliam’s work on what makes formative assessment effective.
→ Access the article:
https://www.researchgate.net/publication/258423377_Assessment_The_bridge_between_teaching_and_learning
Wait Time (Mary Budd Rowe / Wait-Time Research)
“Mary Budd Rowe — Wait Time” (Wikipedia overview + references)
A useful starting point summarizing Rowe’s contributions to the wait-time concept, with links to her major publications.
→ Read the wiki page:
https://en.wikipedia.org/wiki/Mary_Budd_Rowe
“Wait-Time in Material and Classroom Context Modes”
A research article analyzing how wait-time works in different classroom and content settings, showing how a 3–5 second pause can improve student response quality.
→ PDF: IJCER article:
https://files.eric.ed.gov/fulltext/EJ1219427.pdf
“A critical analysis of the role of wait time in classroom interactions”
This article evaluates how wait-time works in actual teacher–student discourse, including its effects on question quality and participation.
→ View on ResearchGate / abstract:
https://www.researchgate.net/publication/272085239_A_critical_analysis_of_the_role_of_wait_time_in_classroom_interactions_and_the_effects_on_student_and_teacher_interactional_behaviours
Dialogic Teaching (Robin Alexander and related)
“Developing Dialogic Teaching: Genesis, Process, Trial” (Robin Alexander, 2018)
Detailed report of a dialogic teaching professional development model and its impact, especially in contexts of socio-educational disadvantage. It includes examples and data.
→ PDF / full text:
https://robinalexander.org.uk/wp-content/uploads/2019/12/RPIE-2018-Alexander-dialogic-teaching.pdf
“What is dialogic teaching? Constructing, deconstructing, reconstructing a pedagogy of classroom talk”
A conceptual paper clarifying what dialogic teaching means in different scholarship traditions, and how it contrasts with simpler interactive approaches.
→ Abstract / full text:
https://www.researchgate.net/publication/325824237_Developing_dialogic_teaching_genesis_process_trial
“Towards Dialogic Teaching: Rethinking Classroom Talk” (Robin Alexander, book excerpt / online scan)
One of Alexander’s key works. It offers theory, examples, and practical ideas for shifting classroom talk from recitation to dialogue.
→ Preview / excerpts available online:
https://www.scribd.com/document/356384013/towards-dialogic
General Questioning Practice & Resources
“Using Formative Assessment to Measure Student Progress” (Edutopia article)
A very accessible, up-to-date article for teachers explaining how to use formative assessment (including questioning) to guide instruction.
→ Read at Edutopia:
https://www.edutopia.org/article/formative-assessment-progress/
“Formative Assessment Put into Practice” (All Means All, 2025)
A chapter in a broader volume that connects formative assessment theory (including questioning) with inclusive classroom practices.
→ Read online:
https://book.all-means-all.education/ama-2025-en/chapter/formative-assessment-put-into-practice/
“Formative Assessment Strategies: A Teacher’s Guide” (already listed above)
Offers templates, question stems, and suggestions (see item 3 above).
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