Teaching Students to Ask Better Questions Cincinnati Public
+ Teaching Students to Ask Better Questions Cincinnati Public Schools John Sessler The Right Question Institute Cambridge, MA Cincinnati, OH January 8, 2018
+ Acknowledgments We are deeply grateful to the Sir John Templeton Foundation and The Hummingbird Fund for their generous support of the Right Question Institute’s Million Classrooms Campaign. We are grateful also to Justin Leach for his work in arranging this session. #QFT
+ Who is in the room? #QFT
+ Today’s Agenda 1) Why Spend Time on Teaching Question Formulation? 2) Collaborative Learning with the Question Formulation Technique (QFT) 3) Explore Classroom Examples & Applications 4) Break 5) Planning a Lesson with the QFT 6) Active Work with a Lesson Planning Tool 7) Reflection & Evaluation #QFT
+ To Access Today’s Materials: http: //rightquestion. org/educators/ seminar-resources/ Join our Educator Network for: Templates you can use tomorrow in class § Classroom Examples § Instructional Videos § Forums and Discussions with other Educators §
+ We’re Tweeting… @Right. Question @JB_Sessler #QFT
+ LAWRENCE, MA, 1990 “We don’t go to the school because we don’t even know what to ask. ”
+ "There is no learning without having to pose a question. " - Richard Feynman Nobel-Prizewinning physicist
“We must teach students how to think in questions, how to manage ignorance. ” - Stuart Firestein Chairman of the Department of Biology at Columbia University
+ College Presidents on What Students Should Learn in College “The primary skills should be analytical skills of interpretation and inquiry. In other words, know how to frame a question. ” - Leon Botstein, President of Bard College “…the best we can do for students is have them ask the right questions. ” - Nancy Cantor, Chancellor of University of Illinois The New York Times, August 4, 2002
+ Yet…only 27%of students believe college taught them to ask their own questions Alison Head, Project Information Literacy at University of Washington, 2016
+ But, the problem begins long before college. . .
+ Percentage of Basic Skill Attainment Sources http: //nces. ed. gov/nationsreportcard/pdf/main 2009/2011455. pdf http: //nces. ed. gov/nationsreportcard/pubs/main 2007/2008468. asp#section 1 Data on question-asking based on parent and teacher feedback
+ Percentage of Basic Skill Attainment Sources http: //nces. ed. gov/nationsreportcard/pdf/main 2009/2011455. pdf http: //nces. ed. gov/nationsreportcard/pubs/main 2007/2008468. asp#section 1 Data on question-asking based on parent and teacher feedback
+ We can work together on changing the direction of that slope
+ We Are Not Alone 300, 000 educators using the strategy all over the world
+ Now, Educators Lead the Work The Right Question Institute offers materials through a Creative Commons License and we encourage you to make use of and/or share this resource. Please reference the Right Question Institute and rightquestion. org as the source on any materials you use.
+ What happens when students do learn to ask their own questions?
+ Research Confirms the Importance of Student Questioning Self-questioning (metacognitive strategy): n. Student formulation of their own questions is one of the most effective metacognitive strategies n. Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% (Hattie, p. 193) John Hattie Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to Achievement, 2008
+ Student Reflection “The way it made me feel was smart because I was asking good questions and giving good answers. ” -Boston 9 th grade remedial summer school student
+ Collaborative Learning with the Question Formulation Technique (QFT)
+ The Question Formulation Technique (QFT) Students learn to: § Produce their own questions § Improve their questions § Strategize on how to use their questions § Reflect on what they have learned and how they learned it #QFT
+ Rules for Producing Questions 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
+ Producing Questions 1. Ask Questions 2. Follow the Rules n Ask as many questions as you can. n Do not stop to answer, judge, or discuss. n Write down every question exactly as it was stated. n Change any statements into questions. 3. Number the Questions
+ Question Focus: Some students are not asking questions. Please write this statement at the top of your paper. Remember: Number the questions. Follow the rules.
+ Categorizing Questions: Closed/ Open Definitions: n Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer. n Open-ended questions require more explanation. Directions: Identify your questions as closedended or open-ended by marking them with a “C” or an “O. ”
+ Discussion Closed-ended Questions Advantages Disadvantages
+ Discussion Open-ended Questions Advantages Disadvantages
+ Improving Questions n Take one closed-ended question and change it into an open-ended question. Closed Open n Take one open-ended question and change it into a closed-ended question. Open Closed
+ Strategize: Prioritizing Questions Review your list of questions Choose three questions you consider most important. n While prioritizing, think about your Question Focus: Some students are not asking questions. n After prioritizing consider… n Why did you choose three questions? n Where are your priority questions in the sequence of your entire list of questions?
+ Strategize: Next Steps From priority questions to action plan In order to answer your priority questions: n What do you need to know? Information n What do you need to do? Tasks
+ Next Steps: Action Plan Information Tasks Ex: Student attitudes toward asking Ex: Survey students and/or parents questions
+ Share 1. Questions you changed from open/closed 2. Your three priority questions and their numbers in your original sequence 3. Rationale for choosing priority questions 4. Next steps
+ Reflection n What did you learn? n How did you learn it? What do you understand differently now about some students not asking questions? n
+ A Look Inside the Process #QFT
+ 1) 2) The QFT, on one slide… Question Focus Produce Your Questions Follow the rules ü Number your questions ü 3) Improve Your Questions 1. Ask as many questions as you can 2. Do not stop to discuss, judge or answer 3. Record exactly as stated 4. Change statements into questions Categorize questions as Closed or Open-ended ü Change questions from one type to another ü 4) 5) 6) Prioritize Your Questions Share & Discuss Next Steps Reflect Closed-Ended: Answered with “yes, ” “no” or one word Open-Ended: Require longer explanation
+ Curiosity and Rigor Three thinking abilities with one process
+ Thinking in many different directions DIVERGENT THINKING
+ Narrowing Down, Focusing CONVERGENT THINKING
+ The Importance of Questions "Questions are the engines of intellect, the cerebral machines which convert energy to motion, and curiosity to controlled inquiry. " - David Hackett Fischer, Historians' fallacies: Toward a logic of historical thought. Routledge and Kegan Paul, 1971. “[The QFT] helps me by getting me to think about questions on my own…it gets my mind in motion to think about the questions other people make. " - 8 th grade student in James Brewster’s U. S. history class Gus Garcia Young Men’s Leadership Academy, Austin, TX, 2015
+ Thinking about Thinking METACOGNITIVE THINKING
+ Exploring Classroom Examples
+ Classroom Example: Kindergarten Teacher: Jennifer Shaffer, Walkersville, MD Topic: Non-fiction literacy Purpose: To engage students prior to reading a nonfiction text about alligators
+ Question Focus Photograph by Nuwan Samaranayake, 2013
+ Student Questions 1. Is the alligator camouflaged? 2. Why do the babies have stripes? 3. Are those baby crocodiles? 4. Is it a mom or dad crocodile? 5. What is the green stuff? 6. Why are they in the water so low? 7. Where are they going? 8. Why are the baby alligator’s eyes white and the mom’s black? 9. Why are baby alligators on top of the momma alligator? 10. Why does momma or daddy have bumps on them?
+ Classroom Example: 4 th Grade Teacher: Deirdre Brotherson, Hooksett, NH Topic: Math unit on variables Purpose: To engage students at the start of a unit on variables
+ Question Focus 24 = + +
+ Student Questions 1. 2. 3. 4. 5. 6. 7. 8. 9. Why is the 24 first? What do the smiley faces mean? Why are there 3 smiley faces? How am I suppose to figure this out? Is the answer 12? Can I put any number for a smiley face? Do three faces mean something? Do the numbers have to be the same because the smiley faces are the same? What numbers will work here? 10. Does it mean 24 is a really happy number? Can we replace each smiley face with an 8? 12. Do any other numbers work? 13. Can we do this for any number? 14. Does it always have to be smiley faces? 15. Do we always have to use three things? 11.
+ Classroom Example: Middle School Teacher: Megan Harvell, Boston, MA Topic: The Civil War Purpose: Pre-reading activity to engage students
+ Question Focus
+ Student Questions 1. Why are they fighting? 2. Are they fighting? 3. Are they part of the government? 4. Where were they? 5. What started the fight? 6. Who are they? 7. Were they signing anything? 13. Were they in court? 8. Who else was there? 14. Why are they in court? 9. Why are you hitting him? 15. Who hit who first? 10. Why didn’t they call 911? 16. Why is he hitting him with a bat? 11. Was this related to slavery? 17. Who died? 12. Why are you taking a pen? 18. Why are they smiling?
+ Next Steps: v Each student selected l question from the class list to work on throughout the unit v Students answered their question using research and knowledge from the unit in a two-page reflection paper v Students shared their reflections in a class discussion on the final day of the unit
+ Classroom Example: High School Teacher: Isabel Morales, Los Angeles, CA Topic: Social Justice Purpose: Engage students in thinking about systemic injustice ahead of several fiction and nonfiction texts in the semester
+ Question Focus “The disciplinary policies of our society perpetuate injustice. ”
+ Student Questions 1. Why are students of color targeted the most? 2. 3. 4. 5. 6. 7. 10. Do teachers nationwide take notice of these stats? What type of training will teachers go through that’ll bring justice to classrooms? 11. How can teachers develop better & effective disciplinary policies? Shouldn’t school police officers be trained like teachers? 12. Why do people see the stats & data as a coincidence? What is considered a criminal offense in school? 13. What does a kid learn about the system once in jail? Isn’t it the teacher’s job to keep the students “in line”? 14. What do teachers believe expulsion will teach the students? How should disruption in class be handled? 15. Shouldn’t school officers be punished as well? 16. What is the difference between a school officer and a regular police officer? 17. How come there aren’t any policies keeping students out of prison? Does going to jury have a long-term effect on younger students about education? 8. When will it get better? 9. What are some ways to improve behavior?
+ Next Steps n Students decided to research statistics and poll students and teachers. n Students met with the school administration to ask questions and address their concerns n School principal founded a student advisory council, which many students joined
+ Student Reflections “Asking questions is important because it opens up discussions and debate about issues. ” - Leslie S. , 12 th grader “Asking questions is a step in creating change. ” - Jonathan S. , 11 th grader “Questions can help focus on a problem and think of solutions. ” - Jason S. , 11 th grader
+ Classroom Example: 5 th/6 th Grade Teacher: Kate Fischer, Hyde Park School Topic: Ancient Civilizations Purpose: Preparing for LINK projects
+ Question Focus Historians believed that civilization began 5, 0006, 000 years ago. Image by John L. Magee, 1856
+ The QFT in Action Image by John L. Magee, 1856
+ Why is question formulation so important now?
In the Age of Google… “How should you respond when you get powerful new tools for finding answers? Think of harder questions. ” - Clive Thompson, Journalist and Technology Blogger
+ Democracy “We need to be taught to study rather than to believe, to inquire rather than to affirm. ” - Septima Clark See Chapter 6 on Septima Clark in Freedom Road: Adult Education of African Americans (Peterson, 1996).
+ Today’s Agenda 1) Why Spend Time on Student Questioning? 2) Collaborative Learning with the Question Formulation Technique (QFT) 3) Explore Classroom Examples & Applications 4) Break 5) Planning a Lesson with the QFT 6) Active Work with a Lesson Planning Tool 7) Reflection & Evaluation #QFT
+ Today’s Agenda 1) Why Spend Time on Student Questioning? 2) Collaborative Learning with the Question Formulation Technique (QFT) 3) Explore Classroom Examples & Applications 4) Break 5) Planning a Lesson with the QFT 6) Active Work with a Lesson Planning Tool 7) Reflection & Evaluation #QFT
+ Classroom Example: Elementary Teacher: Lucy Canotas, Manchester, NH Topic: 4 th Grade Math Purpose: To conduct a mid-unit formative assessment for a lesson on fractions.
+ The Question Formulation Technique (QFT) in Action https: //www. youtube. com/watch? v=Mox 0 WRGGk 0 Y
+ Four Principles of Facilitation 1. Monitor student adherence to the process 2. Do not give examples 3. Do not get pulled into group discussion 4. Acknowledge all contributions equally ØPair & Share: What could be challenging about each principle? What might be important about each?
+ QFT: An ART and a SCIENCE The Science: A rigorous protocol, with specific steps and sequence, that produces consistent results The QFT 1. Discuss the rules 2. Present a Question Focus 3. Improve questions 4. Prioritize questions 5. Discuss next steps 6. Reflect
+ QFT: An ART and a SCIENCE The Art: Tailoring the QFT process to the specific content and students you are teaching. Tailor the QFT through: n. Facilitation n. Design of the Question Focus (Qfocus) n. Next steps for using the questions
+ Planning to Use the QFT 1. Backward Design 2. QFocus Design
+ Not a Detour but a Shortcut
+ Various Teaching Purposes n. Engagement n. Knowledge n. Formative acquisition assessment n. Summative n. Peer n. Skill assessment review development n. Longer inquiry or PBL cycles
+ Using the QFT for Engagement
+ Next Steps with Student Questions The Driving Question Board v v. The “Parking Lot” v. Ongoing student choice projects
+ Using the QFT for Peer Review: Scientist’s claim: “Adding a dam to a water system causes a decrease in aquatic life downstream. ” Student Design to test the claim:
+ Next Steps with Student Questions:
+ Various Teaching Purposes n. Engagement n. Knowledge n. Formative acquisition assessment n. Summative n. Peer n. Skill assessment review development n. Longer inquiry or PBL cycles
+ Pop Quiz or Reading Check Next Steps? Debate Prep Lab work & Experiments Paper topic Exit ticket or ”Do Now” Research Hang on walls, Check Off as Answered Projects Test Prep Homework Class discussion prompts And sometimes… Presentations Socratic Seminar Prompts Student Choice Projects Nothing! Interview an Expert Make Your Own Final Test Guest speakers Journal Prompt Close Reading Protocol Tailoring Instruction Service Action Projects Year-long or Unit-long Essential Questions
+ Planning to Use the QFT 1. Linking the QFT to Teaching and Learning Goals & Planning Next Steps with Questions 2. QFocus Design
+ Initial Question Focus:
+ Revised Question Focus: The city fathers were aware that the decaying bodies of these rodents were making people sick. (page 28)
+ Initial Question Focus: “People, Animals, and Friends” 1. Do people exist? 2. Where do people live? 3. Why do animals live in the zoo? 4. Why do people go to the pool? 11. Why do people want to be friends with animals? 12. Why are people making friends with animals? 5. Why are friends fun? 13. Why do people, animal, and friends live in different countries? 6. Why do animals bite? 14. Where did my dog and friend go? 7. Why do people go to school? 15. Can my friend pet our new dog? 8. Do people, animals, and friends play together? 16. Why do I have eyes? 9. Do animals make friends? 10. Why do I need friends? 17. How do people smell? 18. Can animals speak? 19. Can people fly? 20. Where is my bunny? What happened?
+ Revising the Question Focus “People, Animals, and Friends” Your idea here!
+ The one quality all excellent QFT designers share? Thick Skin.
+ Today’s Agenda 1) Why Spend Time on Student Questioning? 2) Collaborative Learning with the Question Formulation Technique (QFT) 3) Explore Classroom Examples & Applications 4) Break 5) Planning a Lesson with the QFT 6) Active Work with a Lesson Planning Tool 7) Reflection & Evaluation #QFT
+ Closing Reflections 1. A QFocus or lesson plan idea 2. An “a-ha moment” or a meaningful take away from your experience today 3. A key question that will guide your work
+ Now, Educators Lead the Work The Right Question Institute offers materials through a Creative Commons License and we encourage you to make use of and/or share this resource. Please reference the Right Question Institute and rightquestion. org as the source on any materials you use.
+ Making a Contribution to Democracy “We need to be taught to study rather than to believe, to inquire rather than to affirm. ” - Septima Clark See Chapter 6 on Septima Clark in Freedom Road: Adult Education of African Americans (Peterson, 1996).
+ To Access Today’s Materials: http: //rightquestion. org/educators/ seminar-resources/ Join our Educator Network for: Templates you can use tomorrow in class § Classroom Examples § Instructional Videos § Forums and Discussions with other Educators §
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