Reviewing Question Types
At this stage, students filled pages with questions, writing and speaking them in rapid fire. Their brains are probably jumping at the chance to answer, discuss, and close some of the issues they see on the page before them. Before the class gets to that point, there are still a few more steps. Jumping to answering and discussing might also be a hindrance to their learning as it puts the focus on the content and not the process. To develop skills that can transfer, the process must become the focus and not the outcome. Not only does the QFT structure learning opportunities, but other action researchers provide steps to alter the culture of the school. Marzano provides lots of research on the matter and I would also recommend Ron Ritchhart's work in cultures of thinking for more reading.
While the listing and peppering of questions stretches the divergent thinking of the students, the next step focuses on the convergent thinking skills. During the first few implementations of QFT, the teacher will want to work with classification of question types and the ability to switch questions between different types. As Rothstein and Santana (2015) list question types: "Questions can be classified as being of different types and for different purposes; for information gathering, analysis, synthesis, evaluation, and comprehension" (p. 74). Students must be able to identify whether the questions are close or open and then understand what is being asked of them. Additionally, the more they do this activity, the more it becomes a faster piece of their mental process.
Before having students list, classify, and switch question types, it is important to complete an introductory activity first.
Rothstein and Santana (2015) provide the opening activity:
While the listing and peppering of questions stretches the divergent thinking of the students, the next step focuses on the convergent thinking skills. During the first few implementations of QFT, the teacher will want to work with classification of question types and the ability to switch questions between different types. As Rothstein and Santana (2015) list question types: "Questions can be classified as being of different types and for different purposes; for information gathering, analysis, synthesis, evaluation, and comprehension" (p. 74). Students must be able to identify whether the questions are close or open and then understand what is being asked of them. Additionally, the more they do this activity, the more it becomes a faster piece of their mental process.
Before having students list, classify, and switch question types, it is important to complete an introductory activity first.
Rothstein and Santana (2015) provide the opening activity:
Students Improve Questions
There is some individualization in how teachers like to approach the next step. Rothstein and Santana (2015) suggest having students revise 1-3 questions systemically. They should first identify whether it is closed or open, even going as far as determining what it is looking for/question type. The next step pushes students into leadership roles, acting more as teachers and course designers. Students take those questions and rewrite them to alter the question type. If the original question is open, students should write it as closed. If it the original is classification, more advanced students could alter what it is asking.
If students are stuck, you can also provide sentence starters for each type of questions.
If students are stuck, you can also provide sentence starters for each type of questions.
Students Prioritize Questions
As Rothstein and Santana (2015) open the conversation on teaching students to view questions differently: "Your students will need more chances to strengthen that muscle and part of the brain, not just for the classroom, but as a lifelong skill" (p. 88). This process of QFT does not, as some may see it, focus on test preparation, but rather on cultivating the thinking skills necessary for all aspects of life. The authors continue, "The act of prioritization--the ability to assign importance properly is an intellectual task involving a wide range of skills, including, comparison, categorization, analysis, assessment, and synthesis" (p. 88).
There are plenty of opportunities to differentiate the prioritization of questions. Students do not simply have to rewrite them on a worksheet to be handed in, but rather engage individually and socially to prioritize and defend decisions. Provide students construction paper to write out their questions on an individual piece of paper and then tape them on the board in order or even place on floor and move them around to rearrange. Additionally, there are many online applications that would allow for a similar activity in the digital space. On a simple path, Google Docs and Slides would work well for this activity and the Add a comment feature would be a great way for students to show their thinking.
Basic Steps for Prioritization
There are plenty of opportunities to differentiate the prioritization of questions. Students do not simply have to rewrite them on a worksheet to be handed in, but rather engage individually and socially to prioritize and defend decisions. Provide students construction paper to write out their questions on an individual piece of paper and then tape them on the board in order or even place on floor and move them around to rearrange. Additionally, there are many online applications that would allow for a similar activity in the digital space. On a simple path, Google Docs and Slides would work well for this activity and the Add a comment feature would be a great way for students to show their thinking.
Basic Steps for Prioritization
- Students individually prioritize 3 questions based on established and shared criteria
- Most important, most interest, most help to design assignment, etc.
- Students work in groups/pairs to choose 3 priority questions from the group's combined list
- Each student explains reasoning for their selected 3 questions
- Students discuss and negotiate to select 3 as a group with understood reasoning
- Students report their priority questions and rationale to the class (video, audio, pictures, presentations, etc.)
Basic Overview of Priority Question Process
Rothstein, D., & Santana, L. (2015). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press