Abstract

Questioning and discussion techniques are effective instructional methods that develop critical thinking and problem solving skills. Despite these positive associations, there is often inconsistent implementation of these techniques across disciplines and grade levels, often resulting in a negative effect on student achievement. This case study explored elementary, middle, and high school teachers and evaluators ’ perceptions of teaching practices regarding exemplary questioning and discussion techniques. The theoretical framework that guided this study was social constructivism. Participants included 9 teachers who earned exemplary marks on their evaluations for questioning and discussion techniques and 3 evaluators who awarded teachers exemplary marks. Data gathering included semi-structured interviews of teachers and evaluators, evaluation summaries, and lesson plans. Analysis was inductive using constant comparison to identify themes. Findings of the larger study indicated teachers identified how education and experiences promoted successful techniques; created an environment of respect and established a culture for learning; engaged in collegial interactions with peers; identified approaches, materials, and techniques used for questioning; and discussed processes and techniques used for development of students. For the purposes of this paper, findings about how teachers ’ education and experiences promoted successful discussion techniques will be discussed. Recommendations include designing professional development opportunities for teachers to improve questioning and discussion techniques. 3