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Thought-Provoking Questions
This document discusses questioning and how to craft better questions. It provides guidance on understanding goals of questioning, different types of questions, and how to structure a Question Formulation Technique (QFT) to help students learn to ask their own questions. The QFT is a rigorous process that helps students produce questions, improve questions, prioritize questions, and develop next steps. Implementing the QFT shifts practice by having students, rather than teachers, be the primary askers of questions. This change in role is meant to lead to cognitive, affective, and behavioral changes in students as they learn to think, feel, and act differently through self-questioning.
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Thought-Provoking Questions
- 1. Thought-Provoking Questions Project ZeroSydney 25 February 2017 Cameron Paterson & Natasha Terry-Armstrong cpaterson@shore.nsw.edu.au nterryarmstrong@riverview.nsw.edu.au @cpaterso
- 4. Understanding Goals • Whatare good questions? • How can we craft better questions? • How can we encourage our students to ask better questions? • How can we utilise questioning to promote interactions that better support thinking and learning?
- 5. “Everything we knowhas its origins in questions. Questions, we might say, are the principal intellectual instruments available to human beings.” - Neil Postman in The End of Education
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- 7. Question Starts 1. Brainstorma list of at least 12 questions about the topic. Use these question-starts to help you think of interesting questions: • Why…? • What are the reasons…? • What if…? • What is the purpose of…? • How would it be different if…? • Suppose that…? • What if we knew…? • What would change if…?
- 8. Question Starts 2. Reviewthe brainstormed list and star the questions that seem most interesting. Then, select one or more of the starred questions to discuss for a few moments.
- 9. Question Starts 3. Reflect:What new ideas do you have about the topic that you didn’t have before?
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- 13. Different Types ofDriving Questions • A philosophical or debateable issue, or an intriguing topic • Specifying a product, task, or problem to be solved • Adding a real-world role for students • Try giving it a local context A Good Driving Question is: • UnGoogleable • Engaging for students • Open-ended • Aligned with learning goals
- 14. Sample Driving Questions How do we, as archaeologists, determine what happened to the people at Angkor? Is unification worth it? Why do people write poetry? What makes life complicated for teenagers? How can we use Horrible Histories to teach others about the federation of Australia? How has the legacy of the Romantics continued into the 21st Century? How have governments used identity to justify the use of force against others? What should we do in a drought? Was art really ‘reborn’ during the Renaissance?
- 15. Ferris Bueller’s DayOff: https://www.youtube.com/watch?v=uhiCFdWeQfA
- 16. “Teachers tend tomonopolize the right to question.” D. Wolf, (1987, Winter) “The Art of Questioning”, Academic Connections.
- 17. 1. Teachers askbetween 45-120 questions per half-hour. 2. The same teachers estimate that they ask between 12-20 questions per half- hour. 3. Between 67 to 95% of all teacher questions require straight recall from the student. 4. Every half an hour two questions are typically asked by children in the class. 5. The greater the tendency for a teacher to ask straight recall questions, the fewer the questions initiated by children. 6. The more a teacher asks personally relevant questions, the more questions students ask in class. 7. These results do not vary across IQ level or social class.
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- 20. The Big Idea Studentsare more successful when they learn to ask their own questions
- 21. The QFT A rigorousstep-by-step process that helps students to consistently: Produce their own questions Improve their questions Strategise on how to use their questions
- 22. Rules for ProducingQuestions 1. Ask as many questions as you can 2. Do not stop to answer, judge, or discuss 3. Write down every question exactly as stated 4. Change any statements into questions
- 23. Question Focus Some studentsare not asking questions
- 24. Question Focus Some studentsare not asking questions 1. Ask Questions 2. Follow the Rules • Ask as many questions as you can. • Do not stop to answer, judge, or discuss. • Write down every question exactly as it was stated. • Change any statements into questions. 3. Number the Questions
- 25. Categorising Questions: Closed/Open Definitions: Closed-endedquestions can be answered with a “yes” or “no” or with a one-word answer. Open-ended questions require more explanation. Directions: identify your questions as closed-ended or oepn-ended by marking them with a “C” or an “O”.
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- 27. Improve Questions Take oneclosed-ended question and change it into an open-ended question. Take one open-ended question and change it into a closed-ended question.
- 28. Prioritising Questions Review yourlist of questions • Choose the three questions you consider most important • While prioritising, think about your question focus: Some students are not asking questions
- 29. Prioritising Questions After prioritisingconsider… • Why did you choose those three questions as the most important? • Where are your priority questions in the sequence of your entire list of questions?
- 30. Next Steps From priorityquestions to action plan • In order to answer your priority questions” • What do you need to know? INFORMATION • What do you need to do? TASKS
- 31. Share 1. Questions youchanged from open/closed 2. Your three priority questions and their numbers in your original sequence 3. Rationale for choosing priority questions 4. What you will do with the questions
- 32. Reflection • What didyou learn? • How did you learn it? • What do you understand differently now about asking questions?
- 33. Unpacking Components of theQFT 1. Question Focus 2. Produce Your Questions 3. Improve Your Questions 4. Prioritise Your Questions 5. Discuss Next Steps 6. Reflect
- 34. The Shift inPractice ONE BASIC CHANGE Your students are the ones asking the questions
- 35. Unpacking the Outcomes Threechanges in students
- 36. Cognitive Changes Think differently… •Students know how to produce questions. • Students know how to improve questions to secure different types of information. • Students know how to use criteria to prioritise their questions.
- 37. Affective Changes Feel differently… •Students feel more confident. • Students express greater interest and are more curious. • Students feel a greater sense of urgency and responsibility to get the answers.
- 38. Behavioural Changes Behave differently… •Students are asking questions. • Students are working with their questions • Students self-regulate more effectively. • Students collaborate and listen to each other’s questions.
- 39.
- 40.
- 41. The Race • 400-600miles, non-stop Primal Quest Adventure Race • Multi-disciplinary, expert teams • Unknown terrain, multiple routes • Challenges: mental and physical exhaustion, navigational errors, injury • 75-95 teams each year • 55% of teams do not finish • Avg age=37, Avg exp=5.5 yrs • $250,000 purse
- 42. Map of Race Day1-2 Day 4-5 2004 Race Overview
- 43. 50% 70% Conditional Claims Assertive Claims Team Performance HighLow 30% How doclaims of knowing vary across teams?
- 44. ? ? ? ? ? ?? ? ? ? ? ? ?
- 45. From Popcorn toIce-Cream
- 46. From Ping-Pong toBasketball
- 49. One-Minute Essay 1. Whatwas the most important insight ? 2. What is your most important question?