During a math lesson, a student struggles to solve a word problem. The teacher asks, “First, let’s identify the numbers in the problem. What do we know?” Then follows up with, “How could we set up an equation using these numbers?” What questioning strategy is the teacher using?

• Asking closed questions

• Scaffolding questions from simple to complex

• Focusing only on high achievers

• Ignoring incorrect answers

In a science class, a teacher pauses for 5 seconds after asking, “Why do you think the chemical reaction produced gas?” Several students raise their hands. What principle of effective questioning does this illustrate?

• Providing immediate feedback

• Using wait time

• Asking divergent questions

• Avoiding participation

A history teacher asks, “How might life in the 1800s have been different if the industrial revolution never happened?” This question best aligns with which level of Bloom’s Taxonomy?

• Remembering

• Understanding

• Creating

• Applying

After a student answers incorrectly, the teacher responds, “Interesting! Let’s break this down. Why did you choose that approach?” What strategy is the teacher using?

• Discouraging participation

• Turning mistakes into teaching moments

• Asking convergent questions

• Overloading with questions

An English teacher asks, “What’s the theme of the story?” followed by, “Can you find evidence in the text to support your answer?” What type of questions are these?

• Closed questions

• Scaffolded questions increasing in complexity

• Divergent questions

• Overly vague questions

A teacher uses a random name generator to call on students during a discussion about climate change. What principle does this promote?

• Focusing on high achievers

• Encouraging participation from all students

• Answering their own questions

• Using closed questions

In a geography class, the teacher asks, “How would you compare the causes of desertification in Africa and Asia?” This question targets which cognitive level?

• Remembering

• Analyzing

• Applying

• Evaluating

A teacher pre-plans questions like, “How does this experiment relate to our lesson on ecosystems?” before the lesson. Which principle does this reflect?

• Aligning questions with learning objectives

• Relying on improvisation

• Avoiding feedback

• Using only Level 1 questions

During a group activity, a teacher asks, “Discuss with your partner: What’s one way to reduce plastic waste in our school?” What technique is this?

• Convergent questioning

• Think-pair-share

• Overloading students

• Ignoring collaboration

A student answers, “The protagonist is sad,” and the teacher asks, “What clues in the text make you say that?” What type of follow-up question is this?

• Closed question

• Probing for reasoning

• Divergent question

• Overly complex question