Stressing that teachers must consider not only the quality and amount of content in their questions, but must also consider the levels and types of questions being asked, as well as design appropriate modeling, cueing, and responding strategies, this document outlines current research on questioning techniques for classroom use. The role of questions in education is addressed first, with emphasis on their role in helping students learn to independently ask their own questions. Next, the document examines levels of questions, ranging from those which seek the lowest level of information (knowledge questions) to the highest (evaluation questions), and provides examples of each level, noting that research shows the level of student responses is directly related to the level of the teacher's questions. Then the paper focuses on types of questions teachers tend to ask, and reveals that of the most common nine types of questions teachers model for students, students respond with only two types--clarification and monitoring questions. How to model questions successfully for students is explained next, followed by a discussion of teaching students to read and listen for question cues in texts, and hints for appropriately responding to student questions. The final part of the document deals with waiting for answers, and recommends that teachers consciously wait at least ten seconds for student response. An appendix provides examples of teacher-specific types of questions. (SKC)