It is easy to stand in front of a class and talk about what you know. It is easy to rapidly ask questions that are not challenging. This can all be done without any planning. However, it takes a special ability to ask questions that lead learners gradually to discovery. One needs to plan these questions carefully.
Leading questions are used when you are working on a strategy to make learners think about something.
Role play this dialogue with the facilitator and 4 learners.
Teacher: How many of you have fathers or uncles who have worked on the mines?
Some learners raise their hands.
Teacher: Sibongile. What have you heard about men working on mines?
Sibongile: My father says that many of his brothers were very sick after working there for many years.
Teacher: I am sorry to hear that, what kind of illness did they have?
Sibongile: They could not breath properly.
Teacher: Class, what could have caused this breathing problem in so many miners?
Lucky: I do not understand why they would get ill. If they work hard all day they must have been strong and fit. What is it like underground?
Nomsa: I hear that it is hot.
Teacher: What could cause this heat, Nomsa?
Nomsa: Maybe it is because there are no breezes down there.
Teacher: This is possible. Do you think that it is wet or dry underground?
Linah: Dry
Teacher: Why do you say that Linah?
Linah: I don’t know
Teacher: Look at this photograph of miners underground. What do you notice about the ground?
Linah: It is wet. Maybe they sweat a lot.
Teacher: Lucky, do you agree with that?
Lucky: No, I think it is because of the groundwater.
Analyse the questions in this dialogue by using the following table:
| Open | Closed | Leading | |
| Teacher: How many of you have fathers or uncles who have worked on the mines? | |||
| Teacher: Sibongile. What have you heard about men working on mines? | |||
| Teacher: I am sorry to hear that, what kind of illness did they have? | |||
| Teacher: Class, what could have caused this breathing problem in so many miners? | |||
| Lucky: I do not understand why they would get ill. If they work hard all day they must have been strong and fit. What is it like underground? | |||
| Teacher: What could cause this heat, Nomsa? | |||
| Teacher: This is possible. Do you think that it is wet or dry underground? | |||
| Teacher: Why do you say that Linah? | |||
| Teacher: Look at this photograph of miners underground. What do you notice about the ground? | |||
| Teacher: Lucky, do you agree with that? |
How many closed questions were asked?
How many open questions were asked?
How many times did learners ask questions?
Which questions are leading learners on to discover something new?
Can leading questions be open or closed questions at the same time as being leading questions?
Did the teacher ever give the correct answer?
How many questions related to the previous one?
What was the teacher trying to do in asking these questions?
Comment on the spirit of inquiry in that class.
Leading questions may also be used to encourage a learner who is unable to answer a question at first. Look at the passage and identify when this happens. It is not easy to plan all the questions that the teacher asks beforehand. Why not?
Write down 6 basic questions that you would ask in introducing the topic of the Masai. See passage above. Ensure that there are at least 3 leading questions. Share your questions with your group.
Copyright (C) Nikana - January 2000
