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This pamphlet is designed to aid teachers, particularly social studies teachers, in improving their classroom questioning techniques. An introductory section notes the importance of effective questioning in the stimulation of thinking and learning. A technique is suggested by which a teacher can measure his question-response patterns by tape-recording classroom discussion and plotting the teacher-student question ratio. A discussion of the relationship between the teacher's purpose and types of questions used includes sample questions to illustrate the various classifications of questions according to the levels of intellectual behavior they elicit, e.g., Bloom's six levels (knowledge, comprehension, application, analysis, synthesis, and evaluation); Pate and Bremer's convergent and divergent questions; and Carner's concrete, abstract, and creative levels of questions. A suggested list of "skeletal questions" is provided, applicable to various contexts and grade levels, and a list of "Guidelines for Good Questions" discusses precise wording, appropriate timing, clarity of purpose, individualization, eliciting student response, encouraging student questions, exploring incomplete answers, and stimulating creative thought. "Question-Asking Practices To Avoid" are also listed. A 17-item annotated bibliography provides selected references. (JS)

Exemplary career education programs and materials for grades 7,8, and 9 are surveyed. A model program suggests content and activity emphases. (KM)