In this module, faculty learn how to plan a questioning strategy that prompts critical thinking. The module also helps instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop their own questioning skills.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a taxonomy to appropriately scaffold questions, using the CLOSE-UP method, or assigning students a task that requires them to write their own questions.
This module is one of five modules under ACUE’s unit on
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University of St. Thomas, Minnesota
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . New York, NY: McKay.
Brookfield, S. D., & Preskill, S. (2016). The discussion book: Fifty great ways to get people talking . San Francisco, CA: Jossey-Bass.
Elder, L., & Paul, R. (2009). The thinker’s guide to the art of asking essential questions (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It’s not just Bloom’s. CBE Life Sciences Education, 12 , 47–58.
Nilson, L. B. (2010). Cup Black Open Lace Bra Set hkJWMzem Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Paul, R., & Elder, L. (1997, April). Socratic teaching. Retrieved from
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Paul, R., & Elder, L. (2006). The thinker’s guide to the art of Socratic Questioning (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking.