Maleka Hashmi

 Anyone got any questions?

 Why so hesitant?  Ignorance?  Fear?  Public speaking  Social embaressment  Gentle persuasion!

 Question generation is a fundamental component in cognitive processes that operate at deep conceptual levels, such as:  The comprehension of text and social action  The learning of complex material  Problem solving  Creativity

 Evidence that improvements in the comprehension, learning, and memory of technical material can be achieved by training students to ask good questions

 Does question asking improve learning?  With practice, do they get better at asking questions?  Is this just a strategy to read the textbook?

Read the textbook Exam 1 Period 1 (Control) Read the textbook Submit 3 questions before every class Exam 2 Period 2 (Test) Read the textbook Exam 3 Period 3 (Control)

 1. I enjoyed generating and submitting questions.  2. It was difficult to think up questions.  3. Generating questions caused me to read the textbook even more than I would have done normally.  4. Having to generate questions resulted in a better understanding of the course content.  5. Question-asking is important to learning.  6. I am comfortable asking questions in class.  7. Having to ask questions in class is important for developing my communication skills.  8. I would recommend this question-asking strategy for other courses. Strongly Agree Undecided Disagree Strongly Disagree

18-35 Qs 36 Qs 4% 49% 44% 57 students Asked to submit 36 questions 71 students 57 participated14 declined <18 Qs

Enjoyed generating Qs Q asking important for communication skills Q asking rec for other courses

 Test period correlated with higher (average) exam scores  Students who submitted questions scored higher than any other group  High achieving students has highest quality questions  Medium achieving students had most growth  Low achievers peaked midway  Students read the textbook more than normal

 Thanks to:  OPID  UW-Stout Provost’s office  Fellow WTFS