Introducing a new topic or section of course content.Reciprocal questioning can be particularly useful when: Much like student-generated test questions - a type of of experiential learning activity - reciprocal questioning involves students in the learning process to help build their comprehension of course material. Use these question stems to anchor and explore concepts in course material, helping students investigate a range of new topics and points of view associated with your lesson. What does y mean? Why is z important? How could x be used to y?Įxplain how x and why z. In what ways are x and y similar? In what ways are x and y different? How does x tie in with that we learned before? Consider the examples below.ĭescribe x in your own words. To facilitate the process, you can provide students with “question stems,” which provide a foundation for a question but still require students to think critically about a lesson, text, or other section of material by completing the query. Use reciprocal questioning to encourage an open dialogue in which students take on the role of the teacher and create their own questions about a topic, reading section, or lesson.Īfter covering a topic of your choice in class - or after assigning a reading selection - divide the class into pairs or small groups and have students come up with a few questions for discussion with the rest of the class.