Questioning Techniques

DOE-STD-1058-93

Trainees should be encouraged to listen to other points of view. They should support

creative approaches to solving problems. The trainees should ask the instructor, as well as

each other, questions that probe for understanding of the situation.

5.3 Questioning Techniques

The instructor who asks questions during the course of instruction is using the adult

learning concept of experience and self-direction. Questioning is an important element in the

adult learning environment. The way an instructor phrases a question will affect the trainee

response.

Good questioning techniques are especially important when using case studies. The

question an instructor asks the trainees at the beginning of the case study usually sets the tone

for the discussion that follows. The questions--What do you think? What should happen

next?--are designed to create interest in the case and to get the trainee involved. From that

time on, the instructor should act as a facilitator, monitoring and directing the group

discussion. This ensures that the trainees remain focused. If the discussion starts to stray

from the case being studied, the instructor should ask one or two questions to get the trainees

back on track. This is not to say that the instructor forces the direction of the case study.

Case study discussions should be somewhat freewheeling so as to allow the trainees to search

for the conclusions.

At the end of the case study, the instructor should ask questions that probe the

understanding of the underlying principle that is illustrated by the case study. Usually, this

is started by inviting the trainees to state their own conclusions, and based on the response

they give, the instructor should ask questions that probe their depth of understanding. For

example, the instructor may say, "That's a good response. How would you explain your

answer to someone who feels otherwise?" An instructor needs to be sensitive at this point.

As stated previously, often there is no one right answer, and the trainees may discover

another unique and valid answer to the case study.

Regardless of the answer, an instructor should provide positive feedback. If a trainee

has missed the point of the case study, don't criticize. Motivate by reinforcing the portions

of the response that is correct (e.g., The first part of your answer is a partial solution of the

problem. Can you take that idea one step farther?). If the trainee still cannot answer, use

the part of the response that was correct and redirect the question to the rest of the group

(e.g., She brought up an interesting point. Can someone add something to this?). Positive

feedback to responses will send the signal to the trainees that it is safe to present their