How can I improve my ability to ask good questions in class?

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Discussion Overview

The discussion centers around strategies for improving the ability to ask effective questions in academic settings, particularly in relation to understanding complex material in classes. Participants explore various approaches to question formulation, the importance of prior knowledge, and the role of practice in developing questioning skills.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • One participant expresses difficulty in following class material and articulating specific questions, feeling that this hinders their understanding.
  • Another suggests that practice is essential for developing the ability to ask good questions, emphasizing that it must "click" in one's mind over time.
  • A different viewpoint recommends thorough study of the material before asking questions, arguing that a solid grasp of the content is necessary to formulate meaningful inquiries.
  • Some participants highlight the importance of not fearing "stupid" questions, suggesting that asking for clarification is crucial for understanding, even if it feels uncomfortable.
  • One participant notes that good questions are informed by sufficient context, indicating that a lack of background knowledge can limit the effectiveness of questions.
  • Another suggests that once foundational knowledge is established, one should approach questions from multiple angles, particularly focusing on significant concepts like proofs in mathematics.
  • Several participants reiterate the necessity of understanding the material to ask good questions, with one acknowledging the need for prior knowledge to identify specific areas of confusion.

Areas of Agreement / Disagreement

Participants generally agree on the importance of prior knowledge and practice in formulating good questions. However, there is some disagreement regarding the balance between studying independently versus asking for help, as well as the nature of what constitutes a "good" question.

Contextual Notes

Some participants mention the challenge of feeling lost despite prior study, indicating that the effectiveness of their questioning may depend on their understanding of the material. There is also an acknowledgment that the ability to ask good questions may vary based on individual circumstances and learning styles.

Gale
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So in my classes lately, I've realized that i can't always follow what's going on, but they move so class its hard to know why. In the help sessions, i feel like i need to be very specific in what i don't understand, otherwise the help guy goes all over the place, and I'm even more lost. Even when i study, when i get problems wrong, I'm no good at finding the mistake, i have to just restart usually.

I feel like I'm lacking in the ability to ask GOOD questions. By a "good" question, i mean one that gets to the root of the problem, and is set up to give a meaningful answer.

so, how do you think is a good way to approach your work so that you can find your problems and ask good questions about them? how does one develop the ability to ask good questions?
 
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Practice. This is one of those things in life that can't be learned, but it just has to click inside your head. Only real way to do that is to practice. Keep asking questions. Eventually, you'll start to realize what you want to know and how to say it.
 
I recommend studying the material enough beforehand so that you understand it, and then whatever question you ask will be a good one. Don't conclude you're "lost" until you've spent a good ten or twenty minutes staring at the material and trying to figure out what happened, and if you make any headway during that time then spend another ten or twenty minutes if you need to. Does it take longer than asking someone? Maybe, but it has the advantage that you yourself master the material as opposed to someone feeding it to you, and experience pays off.

You can't expect to ask a question that gets to the root of the problem unless you have a good grasp of most of the material. You have to be able to say "I understand everything except (your problem here)."

The other kind of question I would ask (other than the questions you ask when you understand the material) is a quick one that you know can be answered in a sentence or two, like a clarification of notation.
 
0rthodontist said:
I recommend studying the material enough beforehand so that you understand it, and then whatever question you ask will be a good one.

The problem is that she wants to ask the right question so she CAN understand the stuff because she does NOT understand it. She's already studied as much as she can.

I've learned not to be afraid to ask a stupid question. If it's what I need to know or clarify, I ask (if I can't figure it out). Don't be afraid to look stupid or to be wrong.
 
You can only ask a stupid question fruitfully if it's only stupid about one thing, and you know enough context to understand the answer. Good questions are informed questions. I agree you should never be afraid to ask, but you shouldn't bother to ask unless you know enough so that it will help you.

Anyway her problem is she does not have a book.
 
Last edited:
Gale said:
so, how do you think is a good way to approach your work so that you can find your problems and ask good questions about them? how does one develop the ability to ask good questions?

The best thing to do for this is to know the material. Someone who does not know rarely asks a good question if not ever.

Once you know the material, attack the questions from every angle. Not all of them because that will waste your time, but those who are considered "big", like proofs of theorems in mathematics.

Read my signature. :wink:

One of my favourite ways to attack questions in Analysis and Set Theory when it comes to infinites is to ask about the uncountable infinite. Try and find examples that make it fail and then try to understand why it fails, and why it is different from what is being proposed. (Obviously the examples are different because you can't possibly find a counter-example to a theorem that has been proven. Basically, what part of it does not follow the hypothesis.)
 
0rthodontist said:
I recommend studying the material enough beforehand so that you understand it, and then whatever question you ask will be a good one. Don't conclude you're "lost" until you've spent a good ten or twenty minutes staring at the material and trying to figure out what happened, and if you make any headway during that time then spend another ten or twenty minutes if you need to. Does it take longer than asking someone? Maybe, but it has the advantage that you yourself master the material as opposed to someone feeding it to you, and experience pays off.

You can't expect to ask a question that gets to the root of the problem unless you have a good grasp of most of the material. You have to be able to say "I understand everything except (your problem here)."

The other kind of question I would ask (other than the questions you ask when you understand the material) is a quick one that you know can be answered in a sentence or two, like a clarification of notation.

I now apologize. You do need to know the material to ask a good question.

It seems like she's ask for good questions for her to understand, and good questions for her to get to the roots of it.
 

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