TEACHING STUDENTS TO ASK THEIR OWN
QUESTIONS
QUESTION GENERATING TECHNIQUE
HISTORY OF THE RIGHT QUESTION INSTITUTE
1990 in Lawrence, Mass.
Work with low income
parents
“We don’t come to school
because we don’t even
know what to ask.”
FRAMEWORK FOR ACCOUNTABLE DECISION MAKING
Used by patients at major hospitals
What does it take to be a innovator?
How can America retain its creative edge?
THE IMPORTANCE OF QUESTIONS
MICRODEMOCRACY IN ACTION
Questioning is the basic premise of a
democracy
Septima Clark taught illiterate African American women in the South
how to read in citizenship schools. She is well-known for questioning
the discrepancy between the educations of whites and blacks in postReconstruction America.
QUESTION FORMULATION TECHNIQUE (QTF)
RULES:
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.
SOME STUDENTS ARE NOT ASKING QUESTIONS
Rules:
 Ask questions
 Follow the rules
 Number your questions
1. Ask as many questions as possible.
2. Do not stop to answer, judge or
discuss
3. Write down every question as stated
4. Change any statements into questions
CATEGORIZE YOUR QUESTIONS
 Closed-ended:Yes/No
 Open-ended: More Explanation is Needed
Label your questions with a C or O
(Discuss advantages and disadvantages to both kinds)
IMPROVE YOUR QUESTIONS
 Change one closed-ended question to open
 Change one open-ended to closed
(Discuss why we would do this)
PRIORITIZE YOUR QUESTIONS
 The next step is to prioritize your questions
 Choose the 3 most important questions and
think about the focus
Some students are not asking questions
REFLECTION – NEXT STEPS
 What did you learn so far about questioning?
 Project Set Up
QFT LESSON
Come prepared to your class with:
Question Focus
Basic Instructions to Students
Students Generate Questions
Next Steps for Project, Activity, Socratic Seminar, etc.
MAKING ONE BASIC CHANGE TO INSTRUCTION
 Gives students the opportunity to ask their
own questions and be the creators of their
own learning
CREATES RIGOR
Divergent thinking as individuals
Convergent thinking as a group
Metacognition opportunities – what rule would
be difficult to follow; what is the rationale or
locus of control in your thinking
EXAMPLES OF STUDENT USE - KINDERGARTEN
Why is the crocodile camouflaged?
Why does the baby have white eyes and the
momma black ones?
Why is the momma in the water so low?
Where are they going?
Is that a momma or a daddy alligator?
Why is he on his momma’s head?
Why does the baby have stripes?
MIDDLE SCHOOL
Why are they fighting?
Are they fighting?
Are they part of the government?
Where are they?
Who are they?
Were they signing something?
Why didn’t they call 911?
Was it related to slavery?
Who hit who first?
Why are they smiling?
HIGH SCHOOL MATH
Geometry Class
Purpose: Math is a problem-solving field
Equation = Balance
How do you get an equation to balance?
Does an equation have to be balanced?
Why are we supposed to know this?
How do we find balance?
Will we use this in the future?
HOW WOULD WE USE THIS IN CLASS?
Guiding a unit
Socratic Seminar preparation
Conduct research or experiment
Independent projects
Analysis
Write a paper
Develop a group project
Prepare for a fieldtrip
BIG IDEA
Get better answers
Increase student engagement
Increase inquiry in your classroom
To study rather than to blindly believe
FOLLOW UP ASSIGNMENTS
 Join the Right Question Institute
 Share with your PLC, department, grade level or
school
 Develop a lesson using QFT and submit to Melony
 Certificate for 3 hours credit