I thought it might be interesting to do an article about questioning using a series of questions to help teachers to raise the intellectual rigor in their classrooms.

One Friday morning in early January I arrived at my university office expecting to smell coffee brewing and faculty chatting as they trickled in for a faculty meeting arranged by a program coordinator for the master’s program. Instead, the corridors were empty, and the only offices occupied were mine and the executive aides. I learned that due to impending weather for faculty who lived over an hour away from campus, faculty decided to move the meeting to an online gathering via Zoom and to use the collaborative platform Microsoft Teams. Our university had just purchased an institutional subscription to Zoom and recently moved to Microsoft Outlook which also gave faculty access to Microsoft Teams.