Understanding by design - Essential questions

I found this chapter particularly interesting because it is connected with the belief of the teacher seen as a guide. The author explains that through different types of questions, we as teachers are able to promote deeper thinking in our students. In other words, instead of giving our students the right answer to a certain question, we are able to trigger in them the possibility to come out with more questions, which would be the result of a process where student are capable of reaching more complex process of thinking. In this sense, the teacher is not seen as the provider of contents, but is the one who promotes students' higher-order thinking, such as analyzing, relating, connecting, associating, among oyhers. This also entails that the teacher do not states superficial or memory questions, but meaningful and striving ones which lead students to develop the process of thinking and understanding more fruitfully.