Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of questions to help Glaucon reflect and think critically about the subject and eventually come to a new understanding of justice. This way of questioning became known as the Socratic Method. Today, teachers still use questions as one way to help students develop productive thinking skills and to understand concepts and topics. Questioning, in fact, may be the most frequently used teacher instructional intervention. In this article, the authors sought to investigate the frequency that teachers used productive questions in their lessons, then synthesized questioning strategies Pre-K-12 teachers can implement consistently to provide students with opportunities for productive thinking. In their study, the authors focused on one part of the questioning realm: the cognitive disposition of questions asked to or directed at students.