We often associate the practice of questioning as a tool to evoke higher-order thinking; it challenges our students to think in an evaluative and speculatively manner. However, the way we implement questioning should perhaps be considered more thoughtfully in our planning whereby we confirm our students’ knowledge before challenging.
Doug Lemov is notable in his remark that “simply asking higher cognitive questions does not necessarily lead students to produce higher cognitive responses” (2005). This presents us with a complex dilemma as we are aware that pushing our students to think more critically is the requirement for their future academic exam, and indeed their later work and academic successes. We are good at building the scaffolds to ensure a greater success in complex questions – but do we do this enough? And do we approach this in the right way?