Here's a set of DRAW questions you can use for a discussion of “How valuable are questions?”

Define: Get the facts defined.

1. What types of things do you tell your students?
2. What types of things do you ask your students about?

Respond: Get the facts responded to in terms of feelings/experiences.

1. How you do feel when you’re allowed/not allowed to ask questions?
2. How do you feel when your students ask/don’t ask questions?

Analyze: Get the facts, feelings, and experiences analyzed.

1. If due to a disability you were unable to ask or answer any questions, how would this affect your life and your teaching?
2. If due to a disability your students were unable ask or answer any questions, how would this affect their learning?
3. How do questions help students learn?

What’s next?: Get next steps considered.

1. What percentage of your teaching is statements/questions? What would you like it to be?
2. What good questions can you ask your students?
3. What good questions will you ask your students that will help them connect what they study and what the Bible teaches?

Here's a set of DRAW questions you can use for a discussion of “What do you want your students to learn when you ask a question?”

Define: Get the facts defined.
What question are you going to ask your students?

Respond: Get the facts responded to in terms of feelings/experiences.

1. Generally speaking, what excites/concerns you about asking questions?
2. What excites/concerns you about asking your question?

Analyze: Get the facts, feelings, and experiences analyzed.

1. To what extent do your students understand what the question means?
2. When you think of your question, what Bible content (verses, values, concepts, and principles) comes to mind?
3. How would you answer your question?
4. What Bible content do you want your students to learn when you ask your question?

What’s next?: Get next steps considered.

1. As appropriate, how will you help your students understand what the question means?
2. What Bible content will you help your students learn when you ask your question?
3. How will you help them learn it?

Here's a set of DRAW questions you can use for a discussion of “What makes a good question good?”

Define: Get the facts defined.
What questions do you ask your students?

Respond: Get the facts responded to in terms of feelings/experiences.

1. What questions that you ask your students are you excited/frustrated about?
2. What student responses to your questions are you excited/frustrated about?

Analyze: Get the facts, feelings, and experiences analyzed.

1. What kinds of questions do your students like/dislike responding to?
2. What kinds of questions help your students use upper-level thinking?
3. What kinds of questions help your students connect what they study and what the Bible teaches?
4. What are the criteria for a good question?

What’s next?: Get next steps considered.

1. What good questions can you ask your students?
2. What good question(s) will you ask your students?
3. What good question(s) will you ask your students to help them connect what they study and what the Bible teaches?

Here's a set of DRAW questions you can use for a discussion of “Why use questions?”
 
Define: Get the facts defined.

1. What questions did your teachers ask you?
2. When do you ask your students questions?
3. What questions do you ask your students?

Respond: Get the facts responded to in terms of feelings/experiences.

1. How did you feel when your teachers asked you questions?
2. What do you like/dislike about asking your students questions?
3. What do your students like/dislike about you asking questions?

Analyze: Get the facts, feelings, and experiences analyzed.

1. How do questions help students learn?
2. How do questions help students connect what they study and what the Bible teaches?
3. What can a question do better than a statement?

What’s next?: Get next steps considered.

1. What questions can you ask your students?
2. How will you use questions to help your students learn?
3. How will you use questions to help your students connect what they study and what the Bible teaches?

Here's a set of DRAW questions you can use for a discussion of “How can you use your questions effectively?”
 
Define: Get the facts defined.

1. What questions do you ask to help your students connect what they study and what the Bible teaches?
2. When do you ask these questions?

Respond: Get the facts responded to in terms of feelings/experiences.

1. What satisfies you about your use of Biblical perspective questions?
2. What concerns you about your use of Biblical perspective questions?

Analyze: Get the facts, feelings, and experiences analyzed.

1. What happens when Biblical perspective questions are used effectively?
2. What are some effective ways you are using your Biblical perspective questions?
3. What are some other effective ways you could use your Biblical perspective questions?

What’s next?: Get next steps considered.

1. What’s 1 additional way you will use your Biblical perspective questions effectively?
2. What will you do?

Here's a set of DRAW questions you can use for a discussion of “What questions should your students ask?”
 
Define: Get the facts defined.

1. When do yourstudents ask questions?
2. What kinds of questions do your students ask?

Respond: Get the facts responded to in terms of feelings/experiences.

1. For your students, what is easy/hard about asking questions?
2. What responses do your students get when asking questions?

Analyze: Get the facts, feelings, and experiences analyzed.

1. What challenges do your students face?
2. What challenges will your students face when they graduate?
3. How can questions help your students grapple with challenges?
4. How can questions help your students apply a Biblical perspective to challenges?
5. How helpful are the following questions?: What do you mean by…? How do you know? How does the Bible help? How can you respond?
6. What questions would help your students apply a Biblical perspective to challenges?
7. What helps/hinders your students from asking wise questions?

What’s next?: Get next steps considered.

1. How will you help your students ask wise questions?
2. How will you help your students ask questions that help them apply a Biblical perspective?

Here's a set of DRAW questions you can use for a discussion of “How can you get your students to sincerely respond to questions?”
 
Define: Get the facts defined.

1. What questions do you ask your students?
2. What questions do you ask your students in order to help them connect what they study and what the Bible teaches?

Respond: Get the facts responded to in terms of feelings/experiences.

1. What’s satisfying/unsatisfying about student responses to your questions?
2. What kinds of questions do your students tend to respond to?

Analyze: Get the facts, feelings, and experiences analyzed.

1. What does a sincere student response to a question look like?
2. What helps/hinders your students from sincerely responding to your questions? to questions designed to help them connect what they study and what the Bible teaches?

What’s next?: Get next steps considered.

1. To help your students sincerely respond to your questions, what do you need to keep doing? stop doing? start doing?
2. What will you do?

Here's a set of DRAW questions you can use for a discussion of “Why does God ask questions?”
 
Define: Get the facts defined.

1. What questions does God ask? Gen. 3.9, 3.11, 3.13, 4.6-7, 4.10, 18.9. Job 38.2, 38.4-11, 38.12-13, 38.16-20, 38.22-41, 39.1-5, 39.9-12, 39.19-20, 39.2-27, 40.2, 40.8-9, 41.1-7.
2. What questions does Jesus ask? Mark 2.8, 2.9, 2.19, 3.4, 3.23, 3.33, 4.13, 4.21, 4.30, 4.40, 5.9, 5.30, 5.39, 6.38, 7.18, 8.5, 8.12, 8.17-21, 8.23, 8.27, 8.29, 8.36, 8.37, 9.12 9.16, 9.19, 9.21, 9.33, 9.50, 10.3, 10.18, 10.36, 10.38, 10.51, 11.17, 11.30, 12.9, 12.10-11, 12.15, 12.16, 12.24, 12.26, 12.35, 12.37, 13.2, 14.6, 14.37, 14.41, 14.48, 15.34. Acts 9.4

Respond: Get the facts responded to in terms of feelings/experiences.

1. Which question that God asks in Genesis or Job interests you? Tell me about that.
2. Which question that Jesus asks in Mark or Acts makes you uncomfortable? Tell me about that.
3. What do you think about questions God or Jesus ask?

Analyze: Get the facts, feelings, and experiences analyzed.

1. Why does God ask questions?
2. Why does Jesus ask questions?
3. How do questions help you grow?

What’s next?: Get next steps considered.

1. What questions can you ask your students?
2. How can you use questions to help your students love God

You want your students to develop a Christ-centered worldview. So, you want your students to connect what they study and the Biblical motif of creation-fall-redemption-restoration. Good.
 
Question: How can you do this?
 
Answer: By asking questions. Here are 4 key questions (complete with related questions):
 
(1) Creation: What’s God’s purpose?

• What’s the Bible say?
• Why did God make this?
• What was ___ like when God created it?
• What’s true, good, or beautiful?
• What does ___ show you about God?
• How does ___ help you appreciate God?

(2) Fall: What’s wrong?

• What’s the Bible say?
• What’s the impact of sin on ___?
• What’s the impact of sin on my understanding of ___?
• What’s false, wrong, or ugly?

• How is ___ misused?
• How is God misunderstood because of ___?

(3) Redemption: What difference does Jesus make?

• What’s the Bible say?
• What’s the impact of Jesus’ life? death? resurrection?
• Why hope?

(4) Restoration: What will you do?

• What’s the Bible say?
• How can you join God in restoring ___?
• How can you use ___ to serve God and others?
• How can you show God’s truth using ___?
• How can you impact the world for Christ using ___?

What do student responses to these questions look like? Here are responses from a 9th grader when thinking about nature (plants):

1. What’s God’s purpose? God created nature [plants] to make earth beautiful and for humans and animals—especially for food. Nature shows God’s creativity and careful planning.
2. What’s wrong? Because of the fall…nature is misused.
3. What difference does Jesus make? The source of “broken nature” is human sin. Christ died for the sins of humans.
4. What will you do? [As redeemed people, we should] restore nature to its original purpose and beauty.

 
Tip: Before asking your students these questions, ask yourself these questions. Identify something you want to apply creation-fall-redemption-restoration to: _____________________________________________. Next, respond the following 4 questions:

1. What’s God’s purpose?
2. What’s wrong?
3. What difference does Jesus make?
4. What will you do?  

Reflect: What question(s) can you ask your students about creation-fall-redemption-restoration?