Consequently, the terms used to define a certain level of learning, or understanding, become ambiguous. What one student understands by the term 'describe' may differ from what another student understands. A Jungian 'sensing' type student will understand through a list of facts whereas a Jungian 'intuitive' type student will understand through how those facts are related and what they imply, often to the exclusion of some of the facts themselves. By writing questions to 'guide' the student through the objective, you can bring them into your mindset as if you were their private tutor. Your questions can step them through what is obvious to you, but still new to them.
Some questions can be thought provoking, others can be direct and even humorous and obvious.
You can create any mood desired, just as if you were mentoring a small group discussion. The most important thing to remember is that you are reducing ambiguity and the likelihood of misinterpreting, not so much what is to be learned, but how the material is to be learned. Guiding questions can be derived from old exam questions or simply from points that you make in a lecture. They can be added to in future courses or modified in anyway you choose. They will not only help your students perform better, but they will improve you as a teacher.