A college professor challenged students to shift from answering questions to crafting them, assigning them to develop sharp inquiries for a Federal Reserve official. The exercise revealed how rarely students are taught the critical skill of asking probing, well-structured questions—even in academic settings. The assignment focused on evaluating the quality of their questions rather than responses, highlighting a gap in educational training. The experiment underscores how question formulation, a key tool for journalists and analysts, is often overlooked in learning.
After weeks discussing the U.S. economy and the Federal Reserve’s monetary policy, I gave my students an unusual assignment: Act as financial journalists and prepare three questions for a senior Fed official. I told them I would not be grading their answers. I would be grading their questions. The reaction was immediate — and telling. […] The post TEACHER VOICE: Students are trained to answer questions, but they are rarely taught how to ask them appeared first on The Hechinger Report.
