Activity 8.2

Step 2: Using Effective Questioning Techniques

Successful causal mapping activities involve dialogue between the teacher and the investigating team. The teacher should raise the bar on rigorous thinking by asking “how” and “why” questions, rather than procedural ones. Teachers need to test their learners' logic and probe for justification. 

1. In a small group or in pairs, talk through your practice causal maps.  

2. Take turns role playing learner and teacher. In your role as a learner, share and talk through the map you have created. Note any suggested changes or new ideas for updating your map.

3. In your role as a teacher (in viewing your colleague’s causal map), practice the cycle of listening, questioning, and helping to refocus your “learner’s” work. Peruse the following questions and use them as needed.  

• How have you described this factor?

• Would you please read this relationship for me?

• Is this factor measurable? Observable?

• What other factors are related to this one?

• What is your evidence for the relationship you show between these factors?

• Why do you think that this factor affects the other factor?

• How have you described your evidence for this relationship?

• How are these factors different?

• What do you mean by … ?

• Is there another factor that contributes to … ?

• Why is this important to understand?

• What is happening in this relationship?

• Can this happen in another way?

• What causes this to happen?

• Can you explain this evidence further? Can it be measured? How?
  Reproduced?

• If you think this is evidence for that, then what is this evidence for?

• Can you explain this relationship further? How does it increase this factor?

• From the feedback you received, write down any new ideas for your practice causal map. 
  
  
• Note any questioning techniques you learned during this activity. 

Next: Proceed to Step 3 of Activity 8.2