Normalize not-knowing. Frame errors as information: “Mistakes show me where to teach next.”
Set explicit norms. “Questions are contributions.” Post these on slides/LMS; reiterate during office hours invites.
Upgrade the prompt. Replace “Any questions?” with:
“What’s one assumption we’re making here?”
“If this were wrong, how would we know?”
“Ask a why and a how about today’s topic.”
Use wait time (5–10s). Short silence doubles question volume and improves quality.
Visibly value questions. Capture them on the board or a shared doc, label (clarify / probe / extend), and return to them.
Mind interpersonal cues. Shift from a “confusion” face to a “curiosity” face; nod, smile, and say, “Interesting—let’s unpack that.”
Start small, then go public. Think-pair-share before whole-class; invite written or anonymous submissions.
Track participation. Note who asks; intentionally bring in underheard students via varied modalities.
Bottom line: Students will ask more when curiosity is the default, mistakes are data, and questioning is structured, visible, and valued.