Methods Used to Develop the Skill

Introduction

Following the identification of questioning techniques as a key area for professional development, a number of strategies were used to support the improvement of this skill within my teaching practice. These approaches combined engagement with educational literature, observation of experienced colleagues and the deliberate implementation of questioning strategies within my own lessons. By using a range of methods, I aimed to develop a deeper understanding of how effective questioning can support learner engagement and understanding within vocational education.

Engagement with Educational Literature

One of the first steps in developing this skill was exploring research and guidance related to questioning in teaching and learning. Educational literature highlights the importance of purposeful questioning as a strategy for checking understanding and promoting deeper thinking. Rosenshine (2012) emphasises the value of frequent questioning during instruction to monitor learner understanding, while Black and Wiliam (1998) identify questioning as a key element of formative assessment. Reviewing this literature helped develop my awareness of the different types of questions that can be used in the classroom, including closed questions for checking knowledge and more open or probing questions designed to encourage explanation and reasoning. This provided a theoretical foundation that informed changes within my own teaching practice.

Observing and Reflecting on Teaching Practice

Observation of other teachers within the department also contributed to the development of my questioning techniques. By observing experienced colleagues delivering lessons, I was able to see how questioning could be used to guide discussion, challenge learner thinking and maintain engagement throughout a session. This provided practical examples of strategies such as allowing additional wait time after asking a question, encouraging learners to expand on their answers and directing questions to a wider range of learners rather than relying on volunteers. Reflecting on these observations allowed me to consider how similar approaches could be incorporated into my own lessons.

Deliberate Practice Within the Classroom

The final method involved deliberately applying new questioning strategies within my own teaching. Rather than asking questions spontaneously, I began planning key questions in advance when preparing lessons. These questions were designed to encourage learners to explain their reasoning, particularly when working through tasks such as cable calculations, circuit design and fault finding activities. By consciously incorporating these questioning techniques into lessons, I was able to practise using a wider range of question types and observe how learners responded. This process of planning, implementing and reflecting on questioning strategies helped support the development of this skill over time.

Reflective Practice and Ongoing Evaluation

An important aspect of developing questioning techniques involved ongoing reflection on my own teaching practice. After lessons, I began considering how effectively questions had supported learner understanding and engagement. In particular, I reflected on whether questions encouraged learners to explain their reasoning rather than simply provide short factual answers. This reflective process helped identify situations where questioning could be improved, such as allowing more time for learners to think before responding or asking follow-up questions to deepen discussion. Schön (1983) describes reflection as a key element of professional practice, enabling practitioners to evaluate their actions and continually improve their approach. Through regularly reflecting on my use of questioning, I was able to gradually refine my approach and become more intentional in how questions were used during teaching.

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