This document contains a research report and a teacher's guide about the importance of questioning in children's education. The research was based on the belief that effective information processing begins with the learner's desire to ask questions. The report identifies four basic types of questions: (1) evaluative, which involves making judgments, (2) divergent, which involves prediction or hypothesis, (3) convergent, which involves explanation or comparison, and (4) cognitive-memory, which involves recall. Interviews with students in grades five through 12 revealed that students want to ask higher-level questions, but they don't. This is partly due to inhibition and inability to verbalize the questions. Part two of this document, the teacher's guide, suggests techniques to help teachers frame instruction to encourage students' higher-level questions in divergent and evaluative modes of thought. Beginning with the establishment of a confidential classroom atmosphere, three general types of activities are identified. The activities emphasize student awareness, instructional level, and skill practice. The bulk of the guide contains samples of teachers' directions and student materials which promote higher-level questioning within all three types of activity. Grade levels are five, eight, and 11. (MR)