While reviewing my previous posts, the one on "Great Probes for Blended, Personalized, Online Teaching" (March 31, 2014) got me thinking about the purposes of instructional probes. What is it that we’re trying to accomplish when we ask our students questions or probe them to move forward? How many of us make our brain think that far ahead of the actual question we ask? So, this week’s post categorizes types of probes and why we may want to use them. Personally, I am going to try to put this in action everyday—to think first, probe second.

Explain or Clarify

Teachers frequently use this type of probe when students respond with one or two word answers. Directing the student to “explain further” or “elaborate that point for me” helps us to stay engaged with the student as well as to evaluate how deeply the student knows the material.

Be Puzzled or Bewildered

As a professional development provider and coach, I learned a very long time ago that admitting you don’t know something or you didn’t quite understand what the participant said, helps to build a strong working relationship. The same holds true in today’s blended classrooms. I like to use a calm, questioning, yet supportive voice to say something like “I’m not sure I understand your answer.” Then, as I pause, it allows the student to consider and to respond.

Gently Reinforce or Encourage

Gentle probes such as “See, you’re moving in the right direction” or, “Absolutely right! You’ve got it,” increase the feeling of support. They keep the student moving forward toward the goal or the correct response.

Redirect or Guide

Good learning and teaching includes making good mistakes. Great teachers guide students and redirect them. Encourage them to be careful, think things thorough, look for missing steps, etc.

Prove It

Again, this type of probe works great for students who give us one-word responses. I often ask something like, “So, if I was a judge in a courtroom and you had to prove to me that this is correct, how would you do that?” Of course, there is also the simple question of “why?”

Relate to Something Already Known

This type serves two purposes. First, it ties what the student is working on to something they’ve already learned. I use something things like, “So, relate that to what we learned about XYZ.” Second, when used in group settings, it refocuses the student back on the current topic. Simply ask, “What’s the connection?” or state, “I’m not sure I see the connection to XYZ. How do you connect the two?”

Today’s Challenge: Think first about why you’re asking the student the question or probing for responses. Then, ask the question. Watch what happens to student body language when you use the various types of probes.