The importance of questioning

Questioning can be used at every stage of the learning process - at the beginning, during and on completion of a learning experience (as part of the reflection or review). 

• It can be used as part of the lesson delivery, learning task, monitoring of lessons and units, reflection and assessment. 
• It can be strategic or incidental.

When considering the importance of questioning to develop metacognition it needs to be considered in terms of:

• Teachers asking powerful questions that elicit considered responses from students;

• Teachers modelling a 'question-asking' attitude and approach (Cooper, 1996);

• Developing a questioning attitude in students;

• Teaching students how to ask effective questions;

• Providing a repertoire of questioning frameworks and strategies for students; and

• Teaching students how to effectively respond to questions.

Hattie and Donoghue identify a number of learning strategies that directly relate to students' abilities to formulate powerful questions in their Model of Learning (Visible Learning). These include: 

• Critical thinking techniques
• Self questioning and self-verbalisation 
• Problem solving
• Planning and prediction
• Interrogation​

​Questioning within the Australian Curriculum
The Australian Curriculum is also infused with references to questionsing techniques expecially within the General Capabilities of Critical and Creative Thinking and ICT, as well as the Learning area Inquiry Skills (Science Inquiry Skills, Historical Questions and Research. There are 132 examples of where questioning is referred to. See the results here.