QUESTION TYPES FOR INQUIRY LEARNING

Debi Howarth Introduction Asking questions is core business for teachers 1. Various studies across decades of education, dating back to 1860, reveal that teachers ask questions for around 80% of the day (something like 300-400 questions per day). Unfortunately, these studies 2 continue to demonstrate that teachers are more likely to ask low level cognitive questions ahead of higher level questioning which foster deep learning as opposed to surface learning. This is despite teachers knowing that higher level, divergent questioning nurtures deep understandings. It is through questions that teachers are able to make judgements about student understanding. For students, good questions provide challenging and exciting experiences that help them to discover their world and to embed skills and knowledge. Good questions allow students to be creative, to see interrelationships between concepts, and to think critically. Inquiry is about questions and discovery. Through well structured questions teachers can design and implement purposeful investigations for students and in turn satisfy the need for critical approaches to teaching and learning. Question types There are five overarching groups of questions 3: factual, convergent, divergent, evaluative, and combination. These groupings are useful but in any question development flexibility is required in how we classify questions. The important thing to remember is to use as many question types as possible and, importantly, to engage students in formulating their own questions through an organiser such as Weiderholds question matrix4 (attached). FACTUAL: These questions focus on data recall. They are often an end in themselves. That is, they have no particular application to a specific content or situation. These were often called general knowledge questions. They usually fall within Blooms level of knowledge 5. CONVERGENT: Convergent questions involve pulling together possibilities and establishing an answer that usually falls into a reasonably narrow field of possibilities. For example, In the novel we have just read, how does the author develop imagery of fire? The answer is not specifically stated in one place in the novel but rather, throughout, and an answer can be deduced from the reading of several sections. Usually these questions fall within Blooms levels of comprehension, application, or analysis. DIVERGENT: Divergent questions require students to explore substantial alternatives; to create variations. Whether or not an answer is deemed correct will be based on logical estimates or probability but is not entirely bound by this. For example, a creative response may fall outside of the logical yet be seen to be reasonable. The potential of divergent questions to generate imaginative responses and stimulate intense thought should be
1 Ciardiello, Angelo, V. (1998). Did you ask a good question today? Alternative cognitive and metacognitive strategies. Journal of Adolescent & Adult

Literacy, 42(3), 210-219.

Ross, W. (1860). Methods of instruction. Barnards American Journal of Education 9, 367-79.

O.L. (2007). Newer Views of Learning-Types of Questions.

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Weiderhold, Chuck (1991). Question Matrix http://www.decs.sa.gov.au/assessment/pages/assessmentstrategies/question/?reFlag=1 Blooms Taxonomy of Thinking Question Starters attached.

explored fully. Divergent questions might also look at cause/effect contexts, too. An example of a divergent question could be, If the world runs out of oil then how will we be able to travel? or The Internet can answer any question a 5th grader asks. Why then do we need books? Divergent questions will usually fall within Blooms levels of analyse, synthesise, or evaluate. EVALUATIVE: Formulating evaluative questions requires careful consideration as the students will be expected to use multiple thinking strategies e.g. emotional, cognitive in response. An answer will usually be analysed form different perspectives and then, after examination, a final conclusion provided. The skill of comparison is needed in evaluative questions. For example, What conclusions can you draw when you compare and contrast the use of coal energy with renewable solar energy? or What do you think about recycling clothes? Usually these questions fall within Blooms evaluation level. COMBINATION: Combination questions simply combine any of the four above. They become complex questions with far reaching impact. Teachers should ask them conservatively and scaffold them in research tasks, especially for young students. 8$8$8$8$8$8$8$8$8$8$8$8$8$8$8$8 The table that follows, attempts to categorise questions and to align question types with inquiry phases. It provides some indicative examples to use in the planning process. It is good practice to develop a set of questions ahead of a discussion with students about a particular topic to ensure that the questions, dependent upon the phase of inquiry in which the class is working, are hierarchical i.e. going from the specific (factual) to the complex (evaluative type questions) or at least substantive. The Blooms Question Starters attached can also be used to develop good and effective questioning.

QUESTION TYPES FOR INQUIRY

knowledge based question identifying question

FACTUAL

FACTUAL and CONVERGENT

FACTUAL and CONVERGENT CONVERGENT

Seeks factual recall from the e.g. Who was the last Labor learner or research to establish Prime Minister? facts. The recall of facts has no particular utility. Requires that the learner simply e.g. What are the colours of name or identify something the Australian flag?' gathered through observation. The named object/event/person is not applied to something nor does it have a relationship to anything. Students are asked to describe e.g. What can you see in the something in detail. They re not picture? Describe it. required to apply the information. Students are asked to explain something and to provide some reasoned thought or evidence in doing so. Students are asked how did this happen and what might have happened before the event? e.g. "What might be the purpose of the building in this picture?'

Tuning In

Knowledge

Tuning In

Knowledge

Tuning In, Explore

Sort/Test
Comprehension/ Application

e.g. What do you think caused the environmentalist CONVERGENT to write the letter to the paper? empathetic Students are required to reflect e.g. 'How did David feel when question on personal experience and the trees were cut down in the DIVERGENT/EVALUATIVE provide evidence in response to park? an empathetic question. hypothesis Questions are designed to generate e.g. If the world runs out of generating possible causes and consequences oil, how will we be able to DIVERGENT for something. travel?

Look/Sort

Application

Reflection Evaluation Test Synthesis Test/Act Synthesis Test Synthesis/ Evaluation Test/Act Synthesis

problem solving question evidence questioning

DIVERGENT

Students contemplate the evidence gathered in order to generate possible solutions Students are asked to put forward accurate and unbiased information which tests the evidence before them.

e.g. Do we need alternatives to coal fired electricity? Why?

EVALUATIVE

synthesising question

DIVERGENT

Students are asked questions that require them to combine ideas and information; provide an opinion or solution; create a unique product in any form. Similar to knowledge based question, these questions require a yes or no answer. No considered thought is required nor application of knowledge.

e.g. From the evidence you have gathered, what signs are there that the oil company broke the law in disposing of waste? or What can you find that tells you the oil company didnt obey the rules? e.g. What might happen if you combined

closed question

e.g. If it doesnt rain this month, will our dams be dry?

Tuning In/Explore
Knowledge

FACTUAL

***This is indicative only. Ostensibly, a number of question types could be used across inquiry. The placement here is an attempt to find best fit. One model of inquiry (TELSTAR) is attached for reference. Blooms Taxonomy Question Starters are also attached.

QUESTION MATRIX
Event Present Past Possibility Probability
What is? What did? What can? What would?

Situation
Where / ?When is Where / When did?

Choice
Which did? Which did?

Person
Who is? Who did? Who can? Who would?

Reason

Why is?

Why did

Where /When can? Which can? Where /When would? Where / When will? Which would? Which will? Which might?

Why can

Why wo

Prediction

What will?

Who will? Who might?

Why will

Weiderhold, Where / C (1991) Imagination What might? When might? Question Matrix online at http://www.decs.sa.gov.au/assessment/files/pages/strategies/Question_Matrix.pdf

Why mig

BLOOMS Taxonomy - Question Starters.

Knowledge
Useful Verbs tell list describe relate locate write find state name Sample Question Stems What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Potential activities and products Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension
Useful Verbs explain interpret outline discuss distinguish predict restate translate compare describe Sample Question Stems Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...? Potential activities and products Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Application
Useful Verbs solve show use illustrate construct complete examine classify Sample Question Stems Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...? Potential activities and products Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about... for others.

Analysis
Useful Verbs analyse distinguish examine compare contrast investigate categorise identify explain separate advertise Sample Question Stems Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...? Potential activities and products Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis
Useful Verbs create invent compose predict plan construct design imagine propose devise formulate Sample Question Stems Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would... Potential activities and products Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation
Useful Verbs judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine Sample Question Stems Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...? Potential activities and products Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

THE TELSTAR MODEL OF INQUIRY

T UNE IN

T
E XPLORE

How do we feel about this topic? Who else feels strongly about it?

E
LOOK

Knowledge, viewpoints, questions, methods REFLECT: Should I change the questions?

What do we want to find out? How can we do this best? How will we gather the information?

L
S ORT

Look for information Is there enough information collected?

How might we sort our information? What connections can we make?

CONTROL CHECK

S
T EST

Sort the information Is it accurate, relevant, biased, worth using?

What conclusions can we draw? What evidence supports them? What might we do with our findings? What actions could we take? What conclusions can we draw? What evidence supports them? What might we do with our findings? What actions could we take? How do we feel about the topic now?

T
A CT

Does this answer the question sufficiently?

A R

Have all the factors been adequately considered? How could the investigation have been improved? REFLECT: Has my view on this topic changed?

R EFLECT

Adapted from Department of Education, Queensland. 1994, Social Investigators: An Approach to Active and Informed Citizenship for Years 8-10, Brisbane.