1. Module 2.2

2.  Learn the importance of using probing questions during the tutoring session.

3.  Questioning is important in three ways: To evaluate what the tutee knows To help the tutee learn the material To check for comprehension  Tutoring is not about handing out answers

4.  Tutees often claim they know little or nothing about a subject  At the beginning of every new concept/problem, ask simple questions to assess the tutee’s knowledge about the subject  Tutees almost always know more than they think

5.  Socratic Questioning A specific form of questioning used to bring the tutee around to the correct answer Ask a series of simple questions pertaining to the subject at hand The tutee’s answers will eventually build to the correct answer This method is extremely effective for teaching problem solving skills

6. A 25.0 mL sample of bromine (density 3.12 g/mL) is added to a graduated cylinder. What is the mass of the bromine?

7. Role-play Socratic Questioning Name someone you consider to be a modern hero or heroine and explain why. The sum of twice a number and 13 is 75. Find the number.

8.  A variety of questions can be used to help the tutee learn the material and check for comprehension Questions of Clarification Questions that probe Assumptions Questions that probe Reason and Evidence Questions about Viewpoints or Perspectives Questions that probe Implications and Consequences

9.  Questions that help tutors and tutees clarify points to make sure the student completely understands a concept or that a tutor completely understands a student.  What do you mean by…?  What is your main point?  How does _______relate to_______?  Could you put that another way?  What do you think the main issue is here?  Summarize in your own words what I just said.  Could you give an example?  Would this be an example?  Could you explain that further?

10.  These questions force the student to consider how they reached a conclusion and why that conclusion may be right or wrong.  What are you assuming by that?  What could we assume instead?  You seem to be assuming _______? Do I understand you correctly.  You seem to be assuming _______? How do you justify this as your position?  All of your reasoning is dependent on the fact that ______. Why have you based your reasoning on ______ rather than ______?

11.  Tutors force students to support an idea with proof, making the student then evaluate whether that evidence or reasoning is sound or if perhaps the idea needs to be reconsidered.  What would be an example?  Why do you say that?  Why do you think that is right?  What led you in that belief?  How does this apply to this case?  What would convince you otherwise?  How could we go about finding out if that is true?  By what reasoning did you come to that conclusion?  Are those reasons adequate?  Could you explain your reasons to me?  What provides good evidence for that?

12.  These questions force students to consider an alternate viewpoint. By asking tutees to step outside their own perspective, tutors are encouraging students to find support for their own ideas and either solidify or reconsider their own point of view.  What would someone who disagrees say about that?  What is an alternative?  What would be the opposite side of this argument?  How are these two ideas, theories, or concepts alike and different?

13.  Tutors ask students questions to reveal cause and effect relationships, thus connecting events in a sequence. Students who see end results but not the process to get there find these kinds of questions beneficial, but students who sequence well also discover that it is easier to piece together the main idea through the same kinds of questions.  What are you implying by that?  When you say ______ are you implying ______?  But if that happened, what else would also happen as a result?  What would cause that to happen?