Proposing a Framework of Observe–Hypothesize–Challenge–Resolve (OHCR) Teaching Moves for Knowledge Construction in Marketing Pedagogy: An Abstract

Despite common knowledge now that key to learner engagement is asking high cognitive-level questions, why is it still, even after a hundred years of research on teacher questioning, hard for practitioners to ask them enough times in class? Its practical root cause, the authors observe, is that current best practices seem to address and also add value to the beginner practitioner concerned about their survival in class. However, once these practitioners believe they can survive, once they have their planned questions in place, they start moving to build competence in spontaneous questioning, the current best practices, because they were learnt as a beginner, seem self-evident. What practitioners are then left with is a planning-centered scripted approach to questioning, a proliferation of classifications of questions, or a broad description of questioning styles, the knowing of which still does not reveal the elusive pattern of moves that one senses is being spontaneously performed by experienced practitioners in class. This gap, this lack of clarity in the discourse moves behind spontaneous high-cognitive level questions, the authors observe, is the conceptual root cause of why emerging practitioners find such questioning hard to sustain in class.