modified generated question learning, and its classroom implementation and assessment

A number of researchers and educators have proposed educational methods over the years designed to improve our focus on students, their quality of learning, and experiences through academic and personal development. With a concern for moving forward, some of the more classical methods have been abandoned for the sake of progress, technology, and complex teaching pedagogies. We argue that in so doing, some of the basic core principles of learning have been lost, while students have been boxed into specific learning styles. Teachers also have been forgotten in their necessary role as mentors, and how fundamental they are in their capacity to shape intrinsic motivation to learn by teaching question-asking abilities and foster curious learners, especially in higher education. We here discussed and modified the theoretical model of learning (the Generated Question Learning Model—“GQLM”), prompted by teachers, whose role, we recommend, is to understand and practice the fundamental use of question-asking and critical thinking skills in learning. This article suggests that instructors engage the learners’ curiosity into essential cognitive behaviors with which all forms of learning can become possible and learners become well rounded. Teachers in traditional teaching methods transmit skills, while in active learning methods they promote learning and inquiry. This model juxtaposes the two styles of approaches through sensory stimuli (texts, demo, web-application, question-asking).