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I try to follow Blooms taxonomy when formulating questions. I also use the What, Then What, So What technique. In other words I start with an easy question and build on the questions. There are several benefits to this process. It challenges the higher end students and it allows you to pinpoint where in the concepts the students are struggling. If you simply start with the high end questions you loose the lower students. If you stick to only the low end questions you loose the higher achieving students.

I try to follow Blooms taxonomy when formulating questions. I also use the What, Then What, So What technique. In other words I start with an easy question and build on the questions. There are several benefits to this process. It challenges the higher end students and it allows you to pinpoint where in the concepts the students are struggling. If you simply start with the high end questions you loose the lower students. If you stick to only the low end questions you loose the higher achieving students.

Have you looked at the DOK (Depth of Knowledge) question stems? The questions are categorized by levels and content.

I, too, like to have a copy of Bloom's verbs and questions stems handy to help me formulate probing questions. I have also found Page Keeley's Probes on hundreds of different topics to be very helpful to begin meaningful discussions. She begins with a probing question. Here teacher notes are very detailed and help the teacher to see what kinds of misconceptions students might have on a particular concept/topic. I also like using discrepant events to begin a lesson. Many of the discrepant events mentioned in various articles in the learning center provide guiding questions to ask while presenting the discrepant event.