Conversation+Questions

One of the problems that occurs with class discussions is that the teacher ends up taking the lead because students are not prepared to truly discuss. They may have things to say, but not enough things that are stimulating and open-ended enough to drive the conversation forward. “Conversation Questions” is a strategy that arms students with the type of questions they need to have fruitful and captivating discussions with the class. Before a reading, whether it is fiction or nonfiction, the teacher provides students with a list of “Great Question Starters,” phrases that will give them points off which to branch. They’ll read through the selection, highlighting things they find interesting or don’t understand, and then they’ll use the “Great Question Starters” to formulate two stellar questions. Then, they will pair up with a partner, share their questions, and begin to discuss. Each partner group will present their best questions to the class. Hopefully, what the students ask will be open-ended enough to really push the discussion somewhere complex and unexpected.
 * Conversation Questions **  (A Discussion Strategy)

In a British Literature class, while reading Charlotte Bronte’s __Jane Eyre__, I would use the “Conversation Questions” strategy to open up a discussion about Jane leaving Mr. Rochester once she finds out about his mysterious wife living in the attic. Since things like divorce and sexual relations out of wedlock are much less taboo today than they were in the middle of the 19th century, students might have several confusions about, “what the big deal is,” and “why they can’t just be together anyway.” Using “Conversation Questions,” they will have a framework to meaningfully discuss these intricate issues. After reading through this moment in the novel, a student might write down the questions, “Why is this so significant that he was married before?” and, “Why do you think that Mr. Rochester doesn’t mind the situation, but Jane does?” After pairing up with someone, these questions would be combined with, “How did you react when Jane actually left him, despite loving him so much?’ and, “What is your opinion on Rochester’s suggestion that they simply live abroad together?” With questions like these, my students and I would be able to have a real conversation, not contrived by the teacher to make up for a lack of student engagement.

- How could that... - What is your opinion on...  - How did you react when...  - Why do you think...  - Why is this...  - How do you feel about...  - What reasons would you give for...  - How does _ relate to your own experiences? - Explain... - Give me some examples of...  - Why do you think did that? - What does make you think about?
 * Great Question Starters **

Daniels, H. Steineke, N. (2011). //Texts and Lessons for Content-Area Reading.// Portsmouth, NH: Heineman.