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Experiencing The Question Formulation Technique

The document outlines the 6 step Question Formulation Technique process: 1. Review rules for producing questions 2. Produce questions on a given topic 3. Categorize questions as open-ended or closed-ended 4. Prioritize the top 3 questions 5. Determine next steps such as further research 6. Reflect on what was learned from the questioning process The goal is to experience and familiarize yourself with the question formulation technique before teaching it to others. It involves brainstorming questions, analyzing question types, selecting key questions, and planning follow up.

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78 views

Experiencing The Question Formulation Technique

The document outlines the 6 step Question Formulation Technique process: 1. Review rules for producing questions 2. Produce questions on a given topic 3. Categorize questions as open-ended or closed-ended 4. Prioritize the top 3 questions 5. Determine next steps such as further research 6. Reflect on what was learned from the questioning process The goal is to experience and familiarize yourself with the question formulation technique before teaching it to others. It involves brainstorming questions, analyzing question types, selecting key questions, and planning follow up.

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Copyright
© © All Rights Reserved
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EXPERIENCING THE QUESTION FORMULATION TECHNIQUE

Experience and familiarize yourself with the QFT process before you teach it to others.
Below is an outline you can follow. Use the times suggested or do it at your own pace.
Please make sure to complete all the steps.

Step 1: Review the Rules for Producing Questions 2


minutes
Here are the Rules for Producing Questions:
● Ask as many questions as you can
● Do not stop to discuss, judge or answer the questions
● Write down every question exactly as it is stated
● Change any statement into a question

What might be difficult about following the rules?

Students may run out of questions.


They may want answers to them immediately.
They might think they’re stupid questions.
They might have trouble writing them down quickly enough.
They may not know how to change it into a question.

Step 2: Producing Your Questions 4 minutes


Here is the Question Focus (QFocus). Please choose one of the following:

_X___Teaching students to ask questions


____Students are not asking questions

1. Ask questions about the QFocus you chose.


2. Make sure to follow the rules.
3. List and number your questions.
Brainstorm your questions here…
1. Is it different from regular teaching? C
1. What tools are needed? O
2. How can this be done at any grade level? O X
3. Is it like pulling teeth? C
4. How do we ensure students are actually learning the skill? O X
5. What can we do for lower level students? O
6. What time constraints should we place on this? O
7. How often should these lessons be repeated? O
8. How can we help students who struggle formulating questions if
they are the ones supposed to ask the questions? O X
9. Do students understand this important skill? C
10.How can we demonstrate the importance of this skill? O
11.What kind of issues might arise while teaching questioning? O

Step 3: Categorize Your Questions 5 minutes


In your list, you might have the two types of questions previously mentioned: closed-
ended and open-ended. Here are working definitions for closed and open-ended
questions:
Closed-ended questions can be answered with “yes” or “no” or with one word. Open-
ended questions require an explanation and cannot be answered with “yes” or “no” or
with one word.

1. Review your list of questions and identify closed- and open-ended questions.
Mark the open-ended questions with an O and the closed-ended questions with a
C.
2. a. Name advantages and disadvantages of asking closed-ended and open-ended
questions:

Closed-ended Questions Open-ended Questions

Advantages Disadvantages Advantages Disadvantages

Easy to answer Do not extend Extends thinking May not have a


Have clear thinking. beyond the initial “right” answer
answers answer. which students
Creates more find troublesome.
space for
questioning.

3. Change questions from one type to another. Go back to your list of questions
and change one closed-ended question into an open-ended, and change one
open-ended question into a closed-ended one. Make the changes right on the list.

Step 4: Prioritize Your Questions 3


minutes
1. Choose the three most important questions from your list. Mark them with an “X.”
2. What was your reason for selecting those three?
I chose those 3 questions because they asked the broadest
questions which would lead to the biggest answers. As an LMETS
my job is not to figure it out for my classroom but for a whole
school so if I am going to help facilitate this technique and
teaching it is important for me to understand it from many
different angles. Grade level, check for understanding, and
scaffolding all will help me to best answer questions my teachers
may have.

Step 5: Next Steps 2 minutes


How will you use your questions?
Those questions will help guide my research. As I seek to answer these
questions it will lead me farther down a rabbit hole to find answers. By
using and focusing on open ended questions there is no easy stopping
point. I have to wait until I find a stopping point that feels natural.
Step 6: Reflection 3 minutes
What did you learn?
I learned that thinking about questions and developing your questions
leads to a deeper questioning process than just finding answers for the
first thing that pops into your head. That by spending more time on the
questions the answer provide better information.

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