The Questioning for Thinking and Understanding workshop helped teachers to strengthen the quality of classroom dialogue and move beyond short, recall-based exchanges. Teachers explored Socratic questions to probe reasoning, metacognitive questions to help students reflect on their thinking, hypothetical questions to extend ideas, and comparative judgment questions to deepen understanding. Through live questioning simulations, role-plays, and analysis of classroom talk, teachers practiced framing questions that slow thinking, invite explanation, and encourage justification. Teachers reported richer discussions, more thoughtful student responses, and greater insight into how students’ reason and make connections.