 Questions are powerful ways of challenging students to think more clearly about topics and issues. Example questions that promote dialogical discourse include things like, on one hand you're telling me this, but on the other you're saying something quite different. I wonder how these two positions could be reconciled. Can you explain that another way? Tell us again what you meant by? Have you considered looking at it this way? What might this or that type of person think about that? These kinds of questions are designed to challenge students' thinking and encourage them to think about the things in different ways. By creating a state of cognitive dissonance in students, they have to reconsider their thinking. Questions that scaffold students' thinking might include things like, have you considered using different descriptors in your search for the information you need? Have you thought about using some of this information to help you develop your ideas? Why don't you try brainstorming some of the problems and how you could solve them? Both types of questions are used interchangeably to help students clarify their thoughts and think more deeply about issues. We saw these kinds of questions in action in the Year 5-6 philosophy class, but this approach to teaching and learning also translates very well into the secondary context. Let's have a look at Morgan Stepping's Year 11 class.