Questioning Techniques- Facilitated Forum

Questioning Techniques- Facilitated Forum


I believe out of all the forum topics,  I have learnt the most about the one I facilitated compared to other forum topics. This is because I was facilitating the forum, and I had to learn the content on a on a broader perspective and on a deeper level. Therefore, I think that the best method of learning is by teaching the content, also you get aimmediate feedback from the learners you are teaching to.

Here is a summary for the forum I facilitated .

 I thoroughly enjoyed the process.

Key Points

Higher level/order thinking questions – Bloom’s Taxonomy can be applied to plan to create higher level thinking questions. Questions that guide the learner to deep lever thinking and critical thinking.

Socratic questioning – Systematic, disciplined, deep questioning that focuses on fundamental concepts, principles, theories, issues or problems.

Metacognition reflective questions – questions that enhance the learner to think and reflect about their learning process by questioning.

Creating a positive environment for questioning – developing an environment for all learners to feel comfortable and motivated to ask questions.

Open ended questioning – questions that usually start with what, why and how, these questions can open up learners to a discussion or dialogue, they lead students to think analytically and critically.

Close ended questioning – questions that are asked that lead to a one word answer or a short answer. These types of questions might be multiple choice questions on a test.

Essential questioning – questions that create long-term inquiry for critical thinking to provoke thought, and engage the learner to ask thoughtful questions. Essential questions can effectively be used to plan for the key learning goals.

Non-essential questioning – questions that asked more on a factual basis questioning and answering. Short-term inquiry, usually have a right or wrong answer.

Good questions – questions that are essential or reflective to develop learner motivation and to engage them in the learning process.

Bad question – questions that; are non directive, cause confusion, don’t engage the learner and the learner has no desire to respond to the question by dialogue or discussion.


Miyazoe, T., & Anderson, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9(2), 94-104.


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