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Probing Questions Guide

The distinction between Clarifying Questions and Probing Questions is difficult to make. Clarifying Questions are for the participants, and should not go beyond the presenter's dilemma. Probing Questions are the hardest to create productively.

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87 views

Probing Questions Guide

The distinction between Clarifying Questions and Probing Questions is difficult to make. Clarifying Questions are for the participants, and should not go beyond the presenter's dilemma. Probing Questions are the hardest to create productively.

Uploaded by

api-311989404
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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National

School
Reform
Faculty
Harmony
Education
Center

www.nsrfharmony.org

Pocket Guide to Probing Questions


Developed by Gene Thompson-Grove, Edorah Frazer, Faith Dunne and further revised by Edorah Frazer.
The distinction between clarifying questions and probing questions is very difficult for most people
working with protocols. So is the distinction between probing questions and recommendations for action.
The basic distinctions are:
Clarifying Questions are simple questions of fact. They clarify the dilemma and provide the nuts and bolts
so that the participants can ask good probing questions and provide useful feedback later in the protocol.
Clarifying questions are for the participants, and should not go beyond the boundaries of the presenters
dilemma. They have brief, factual answers, and dont provide any new food for thought for the
presenter. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers?
If so, its almost certainly a probing question.
Some examples of clarifying questions:
How much time does the project take?
How were the students grouped?
What resources did the students have available for this project?
Probing Questions are intended to help the presenter think more deeply about the issue at hand. If
a probing question doesnt have that effect, it is either a clarifying question or a recommendation
with an upward inflection at the end. If you find yourself saying Dont you think you should ?
youve gone beyond probing questions. The presenter often doesnt have a ready answer to a genuine
probing question. Since probing questions are the hardest to create productively, we offer the following
suggestions:
Check to see if you have a right answer in mind. If so, delete the judgment from the question, or
dont ask it.
Refer to the presenters original question/focus point. What did s/he ask for your help with? Check
your probing questions for relevance.
Check to see if you are asserting your own agenda. If so, return to the presenters agenda.
Sometimes a simple why? asked as an advocate for the presenters success can be very effective, as
can several why questions asked in a row.
Try using verbs: What do you fear? Want? Get? Assume? Expect?
Think about the concentric circles of comfort, risk and danger. Use these as a barometer. Dont avoid
risk, but dont push the presenter into the danger zone.
Think of probing questions as being on a continuum, from recommendation to most effective probing
question. For example [on next page from an actual Consultancy session in which a teacher was
trying to figure out why the strongest math students in the class werent buying in and doing their best
work on what seemed to be interesting math problems of the week]:
1) Could you have students use the rubric to assess their own papers? (recommendation re-stated as a
question)

Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group and facilitated
by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School
Reform Faculty website at www.nsrfharmony.org.

2) What would happen if students used the rubric to assess their own work? (recommendation re-stated
as a probing question)
3) What do the students think is an interesting math problem? (good probing question)
4) What would have to change for students to work more for themselves? (better probing question)
In summary, good probing questions:
are general and widely useful
dont place blame on anyone
allow for multiple responses
help create a paradigm shift
empower the person with the dilemma to solve his or her own problem (rather than deferring to
someone with greater or different expertise)
avoid yes/no responses
are usually brief
elicit a slow response
move thinking from reaction to reflection
encourage taking another partys perspective
Some final hints for crafting probing questions. Try the following questions and/or question stems. Some
of them come from Charlotte Danielsons Pathwise work, in which she refers to them as mediational
questions.
Why do you think this is the case?
What would have to change in order for?
What do you feel is right in your heart?
What do you wish?
Whats another way you might?
What would it look like if?
What do you think would happen if?
How wasdifferent from?
What sort of an impact do you think?
What criteria did you use to?
When have you done/experienced something like this before?
What might you see happening in your classroom if?
How did you decide/determine/conclude?
What is your hunch about .?
What was your intention when .?
What do you assume to be true about .?
What is the connection betweenand?
What if the opposite were true? Then what?
How might your assumptions abouthave influenced how you are thinking about?
Why is this such a dilemma for you?
Some Examples of Probing Questions:
Why is a stand-and-deliver format the best way to introduce this concept?
How do you think your own comfort with the material has influenced your choice of instructional
strategies?
What do the students think is quality work?
You have observed that this students work lacks focus what makes you say that?
Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group and facilitated
by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School
Reform Faculty website at www.nsrfharmony.org.

What would the students involved say about this issue?


How have your perspectives on current events influenced how you have structured this activity?
Why arent the science teachers involved in planning this unit?
Why do you think the team hasnt moved to interdisciplinary curriculum planning?
What would understanding of this mathematical concept look like? How would you know students
have gotten it?
Why did allowing students to create their own study questions cause a problem for you?
Why do you think the expected outcomes of this unit werent communicated to parents?
What was your intention when you assigned students to oversee the group activity in this assignment?
What evidence do you have from this students work that her ability to reach substantiated conclusions
has improved?
How might your assumptions about the reasons why parents arent involved have influenced what you
have tried so far?
How do you think your expectations for students might have influenced their work on this project?
What do you think would happen if you restated your professional goals as questions?
What other approaches have you considered for communicating with parents about their childrens
progress?

Protocols are most powerful and effective when used within an ongoing professional learning community such as a Critical Friends Group and facilitated
by a skilled coach. To learn more about professional learning communities and seminars for new or experienced coaches, please visit the National School
Reform Faculty website at www.nsrfharmony.org.

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