FERTILE QUESTIONS Placing the question at the centre

FERTILE QUESTIONS Placing the question at the centre of teaching and learning

1. An open question • • • Did Jesus really exist? Who was Jesus? What do we know about Jesus?

1. An open question • Did Jesus really exist? • Who was Jesus? • What do we know about Jesus? An open question has more than one definite answer. An open question has several different answers (and the answers might even be contradictory).

2. An undermining question • Who cares if Jesus existed? • Why is the story of Jesus important today? • Would it matter if I didn’t know Jesus?

2. An undermining question • Who cares if Jesus existed? • Why is the story of Jesus important today? • Would it matter if I didn’t know Jesus? An undermining question challenges basic assumptions and ‘fixed beliefs’ of learners. An undermining question confronts and challenges learners to doubt what they thought was obvious.

Which of these questions are both open and undermining? • • Who was Jesus? What do we know about Jesus? Who cares if Jesus existed? Would it matter if I didn’t know Jesus? Do all these questions allow for open -ended exploration of the topic? Do all these questions immediately challenge what I thought was obvious?

Uh-Oh! Is it open ended? Who was Jesus? What do we know about Jesus? Who cares if Jesus existed? Would it matter if I didn’t know Jesus? Is it undermining?

Starting again! Is it open ended? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it undermining?

Checking again What’s the basic assumption being challenged? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it open ended? Is it undermining?

3. A rich question • • Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? A rich question requires grappling with rich content. A rich question is impossible to answer without careful research, and often can be broken up into sub-questions.

Checking again! Is it open ended? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it rich? undermining?

4. A connected question • • Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? A connected question is relevant to the life of the learners. A connected question is relevant to the community where the learners live and to the discipline of Religious Education.

Checking again! Is it open ended? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it undermining? Is it rich? Is it connected?

5. A charged question • • Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? A charged question has a strong ethical dimension A charged question has a strong emotional engagement to motivate learning and inquiry.

Checking again! Is it open ended? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it undermining? rich? Is it connected? charged?

6. A practical question • • Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? A practical question can be developed into a research question. A practical question will ensure that information will be readily available for learners.

Checking again! Is it open ended? Why are we still talking about Jesus today? Jesus: Why would he talk to me? What kind of man is this? Who do you say that I am? Is it undermining? rich? Is it connected? charged? Is it practical?

What is a key difference between a fertile question and an inquiry question? A good inquiry question: A fertile question: • Does not make any initial • Challenges the assumptions (e. g. Not: assumptions of the Why do we only use 3% of learner (it undermines our brain? what is generally taken But rather: What for granted). influences the percentage An inquiry of our brain that we use? ) question does not A fertile question may be used for inquiry learning. have to meet all 6 criteria of a fertile question.

How do I know if it is a fertile question? Only by checking the question against each of the following criteria: • Is it an open question? • Is it an undermining question? • Is it a rich question? • Is it a connected question? • Is it a charged question? • Is it a practical question?

Is it a fertile question? Question What do we really know about Jesus? Why do I need a story to live by? How can we teach the world about justice? Knowing Jesus: What’s in it for me? Is it open ended? Is it undermining? rich? Is it connected? charged? Is it practical?