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The attempt of this article is to present the distinction between teacher questioning that characterizes students' textual understanding (product) and questioning that actively engages students in the meaning-making process (process). It is the author's contention that there must be a proper balance between product and process questions in classrooms that support students in their efforts to learn from text as they actively interact with text, the teacher, and each other. Said differently, our aim as educators should be to teach students to think. One method we can use is effective questioning, which piques interest, curiosity, and involvement, and ultimately leads to appropriate self-questioning by students as they internalize the strategy through teacher modeling, instruction, and support in a risk-taking environment composed of a community of learners.

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