Strategies for higher-order questioning are suggested by experienced teachers and in the research. Expert teachers stress the need to carefully compose the higher-order questions that will be used to initiate a lesson, or a segment of a lesson, preferably by writing them down in advance so they can be edited for clarity. Expert teachers are aware that the questions they ask provide models for students of the kind of questions to ask about a certain body of information, hence the need for higher-order questions to set the level of expectations for students' thinking. Expert teachers know they can help students improve their responses to higher-order questions by teaching them how to frame answers to recurring patterns of questions. Also, expert teachers know that asking higher-order questions effectively necessitates careful listening to student responses in order to build upon them.
Understanding is more stimulated than learned.
It grows from questioning oneself or from being questioned by others, such as teachers. The Conduct of Seminars. Macmillan Publishing Company, 15-31. Adler and Van Dorem discuss questioning from the perspective of expert teachers. The authors evidence a respect for classical ideas and suggest that different types of questions be framed for different subject matter.