National Collegiate Honors Council



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Published in Breaking Barriers in Teaching and Learning, edited by James Ford and John Zubizarreta. National Collegiate Honors Council Teaching and Learning Monograph III (2018), 254p


Copyright © 2018 by National Collegiate Honors Council.


Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then used in creative, interactive ways to provoke meaningful discussions, usually in pairs or small groups.