Questioning Ourselves as Learners
A set of 14 reflective questions designed to help students assess their learning strategies, deepen understanding, and promote metacognitive awareness across various subjects.
THE IDEA
Questioning Ourselves as Learners
Questioning ourselves as learners is essential to deep learning. Internalize the following questions, and routinely ask them of yourself.
Idea #1: Do I understand the requirements of every class I am taking, how they will be taught and what will be expected of me? Have I sought out and received advice about how I can best prepare for class?
Idea #2: Do I know my strengths and weaknesses as a student and thinker? Have I tried to find out? Am I in the habit of evaluating aspects of my thinking — my purpose, the question I am trying to answer, the information I am using to answer it, etc.? Can I distinguish what I know for sure from what I merely believe (but may not be true)?
Idea #3: Have I identified the KIND of thinking that is most important in a given class? Think of subjects as forms of thinking (History = historical thinking; Sociology = sociological thinking; Biology = biological thinking).
Idea #4: Do I ask questions in and out of class? Do I engage myself in lectures and discussions by asking questions?
Idea #5: Am I looking for interconnections? Do I understand the content in every class as a SYSTEM of interconnected understandings? Or do I just memorize random facts like a parrot? Do I study to understand, to figure things out?
Idea #6: Am I practicing the thinking of the subject? Can I explain this thinking with examples and illustrations (to someone who is not in the class)?
Idea #7: Am I reading my textbooks to figure out the THINKING of the author(s)? Do I translate the author’s thinking into my thinking (by putting basic points into my own words)? Do I role-play the author (to someone else) explaining the main points of the various sections of the text?
Idea #8: Do I relate content whenever possible to issues and problems and practical situations in my life?
Idea #9: Can I explain the main idea behind the class in my own words? Am I seeking to find the key concept of the course from the first couple of class meetings? For example, in a Biology course, try explaining what biologists are (mainly) trying to figure out. Don’t use technical terms in your explanation. Then relate that explanation to each segment of what you are learning in the course. How does each segment fit in?
Idea #10: Do I test myself before I come to class by trying to summarize, orally or in writing, the main points of the previous class meeting? If I cannot summarize main points, I haven’t learned them.
Idea #11: Do I check my thinking using intellectual standards? Am I being clear? Accurate? Precise? Relevant? Logical? Am I looking for what is most significant? Am I recognizing complexities?
Idea #12: Do I use writing as a way to learn by writing summaries in my own words of important points from the textbook or other reading material? Can I construct test questions and write out my answers to them?
Idea #13: During lecture, do I actively listen for main points? If we arbitrarily stopped the lecture at various points, could I accurately summarize what the instructor had just said in my own words?
Idea #14: Do I frequently assess my reading? Do I read the textbook actively? Am I asking questions as I read? Do I recognize the points I do and do not understand?
When to use it
Preparing for a final exam by systematically applying the 14 ideas to each course.
Improving lecture note-taking and comprehension by actively summarizing after every 10 minutes (Idea #13).
Designing a study group activity where members take turns role-playing the author of a textbook chapter (Idea #7).
Creating a personal learning journal where you answer one or two of these questions daily to build metacognitive habits.
FROM THEORY TO EVERYDAY LIFE
In practice
Distinguishing Knowledge from Belief
A student uses Idea #2 to regularly evaluate their understanding: before an exam, they list what they know for sure and what they merely believe, then verify uncertain points with textbooks or instructors.
Connecting Ideas Across Subjects
Using Idea #5, a biology student studying cellular respiration relates it to concepts from chemistry (energy transfer) and physics (thermodynamics), creating a systemic understanding rather than memorizing isolated steps.
A MOMENT TO REFLECT
Put it to work.
What is one subject you are studying where you could identify the kind of thinking required (e.g., historical thinking, scientific thinking)?
Reflect on a recent class: Did you actively summarize the main points in your own words after the lecture? If not, what prevented you?
How can you use Idea #9 to explain the core concept of your most challenging course to a friend without using technical jargon?
CONTINUE THE CONVERSATION
Source texts
- The Art of Asking Essential Questions Based on Critical Thinking Concepts and Socratic Principles (Linda Elder, Richard Paul)