I believe Josh Hunt is right (to read his article, press the title above). We are often more concerned with what we have to say than what others have to say. And yet, good questions can be avenues to greater participation, involvement with the truth, and learning. A good class will do what it takes to move beyond a cognitive dump.
While lecture connects learners with the teacher, questions can lead to additional connections between learners. Their answers can lead to dialogue, reflection, assessment, and even affinity. Good questions ask more than yes or no. They expect more than one word/phrase answers. They lead to thinking and to applying. Their impact often continues beyond the moment.
I am grateful for Josh's reminder that questions "help you to discover what they still need to learn." Every lesson needs to reveal additional needs of learners. I believe the perceptive teacher should learn as much from the class encounter as from preparation. But this is not an easy "skill" to teach teachers. Since most of us teach like we were taught (often lecture), how can we lead teachers to utilize and benefit from good question-asking?
Sunday, February 26, 2006
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I had a hard time learning to stop and ask questions. There is so much good stuff in the Word of God and I just wanted to plow through the lesson and share what God had revealed to me as fast as I thought people could consume.
That is what we see. It took a long time and a lot of just doing it to stop and ask questions and let people learn from other's insights and experiences. For me it just took a desire to do it, some initial help from the material (I do believe the lifeway material provides for really good discussion questions) and just doing it over and over until it was more natural. And I believe it was worth. I believe it helps keep people engaged in the discussion.
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