Is “Do you have any questions?” a useful question?

At one of our recent events, someone suggested that the question, "Do you have any questions?" is often a signal that class is ending rather than a way to engage students.  While well-intentioned, this question often elicits little student response. This is especially true in lecture classroom settings where admitting to not understanding in front of peers can be a bit awkward. The larger the class, the more intimidating it is for students to speak up. But if asking for questions doesn't actually elicit them, how can we make sure that students are getting the answers they need?  

First, "What questions do you have?" may be a slightly better version as it suggests that questions are not unusual and not as easy to just say "no" to.  However, even when well-phrased, students may need considerable wait time to formulate a response question that they feel comfortable asking in front of a group. And even with this additional time, it's likely that many questions will go unasked. In a smaller-size class, one simple option is to have students each write what they consider "the muddiest point" or just some aspect that they don't understand on a note card or piece of paper to be collected. These can be done anonymously (which may make students more comfortable asking) or even be credited similar to an attendance grade. The instructor can answer some of these questions immediately or review them to answer online or during the next class period. Another option in larger classes is to have students work in a small peer group to discuss what points they find most confusing. Groups could then be asked to volunteer to ask their question. While all of these options take a little bit more time and planning, they also can elicit thoughtful student questions and help to resolve critical areas of misunderstanding. 

Have you been successful with other approaches? We'd love to hear about them.