Types of Discussion Prompts |
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Posted: 22 Oct, 2007
by: Storts G.
Updated: 22 Oct, 2007
by: Storts G.
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Question type
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Purpose
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Example
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| Exploratory |
Probe facts and basic knowledge |
What research evidence supports -----? |
| Challenge |
Examine assumptions, conclusion, interpretations |
How else might we account for -----? |
| Relational |
Ask for comparison of themes, ideas, issues |
How does ----- compare to -----? |
| Diagnostic |
Probe motives or causes |
Why did -----? |
| Action |
Call for a conclusion or action |
In response to -----, what should ----- do? |
| Cause and effect |
Ask for causal relationshps between ideas, actions, events |
If ----- occurred, what would hapen? |
| Extension |
Expand the discussion |
What are additional ways that -----? |
| Hypothetical |
Pose a change in the facts or issues |
Suppose ----- had been the case, would the outcome have been the same? |
| Priority |
Seek to identify the most important issue |
From all that we have discussed, what is the most important -----? |
| Summary |
Elicit syntheses |
What these or lessons have emerged from -----? |
| Problem |
Challenge students to find solutions to real or hypothetical situations |
What if -----? (To be motivating, students should be able to make some progess on finding a solution, and there should be more than one solution.) |
| Interpretation |
Help students to uncover the underlying meaning of things |
From whose viewpoint or perspective are we seeing, hearing, reading? What does this mean? or, What may have been intended by -----? |
| Application |
Probe for relationships and ask students to connect theory to practice |
How does this apply to that? or Knowing this, how would you -----? |
| Evaluative |
Require students to assess and make judgments |
Which of these are better? Why does it matter? So what? |
| Critical |
Require students to examine the validity of statements, arguments, and conclusions, and to analyse their thinking and challenge their own assumptions |
How do we know? What's the evidence and how reliable is the evidence? |
From Barkley, E. F., Cross, K. P., and Major, C. H., (2005). Collaborative Learning Techniques San Francisco: Jossey-Bass. p 58. |
