Which Questions?
(Learning Heroes, 2014)
Questioning Formulation Technique
“Good question- deep questions- are launching points for critical thinking. Questions, not answers, push us to think critically” (Kelley-Mudie & Phillips, 2016, p. 16). Most educational standards, Common Core included, champion inquiry based learning. Inquiry engages learners and promotes critical thinking through questioning. Kelley-Mudie and Phillips (2016) describe questioning as a literacy. Literacies are fundamental skills needed for growth. In order to think deeply, students must not only be able to answer questions but also be able to ask insightful questions. Students must become fluent in asking questions appropriate to the context and topic. To become literate in questioning, students need practice in creating and comprehending questions (Kelley-Mudie & Phillips, 2016). The Question Formulation Technique (QFT) in one such way to develop that fluency.
QFT is a questioning process developed by Dan Rothstein and Luz Santanna, directors of The Right Question Institute (rightquestion.org). To learn the steps and see them in action, watch the following video.
QFT is a questioning process developed by Dan Rothstein and Luz Santanna, directors of The Right Question Institute (rightquestion.org). To learn the steps and see them in action, watch the following video.
(Right Question Institute, 2016)
Sequencing
Through his research, Vogler (2005; 2008) found that teachers’ questioning in the classroom is not always as impactful as it could be. Teachers often craft questions in the moment without considering the sequence or pattern of the questions. This can lead to uncertainty when the answers provided are not what was expected (Hannel, 2009). Teachers do not always have training in skillful questioning. They may not be aware of or skilled in the taxonomies of questioning, such as Bloom’s, and the sequencing of questions.
Sequencing is an important aspect of effective questioning. Vogler (2005; 2008) defines question sequencing as, “a series of questions designed so that each question builds on the answer to the previous one.” Questioning that is not sequenced thoughtfully can obstruct the lesson and confuse the students no matter how well the questions are crafted. Planning questioning is essential (Hannel, 2009). Using question sequences and patterns appropriate to the task creates, “direction and structure for [the] questions, [clarifies] for students what teachers expect of them, and fosters a climate of meaningful classroom dialogue leading to enhanced thinking and learning” (Vogler, 2008).
Patterns in Question Sequencing (as cited in Volger, 2008)
Sequencing is an important aspect of effective questioning. Vogler (2005; 2008) defines question sequencing as, “a series of questions designed so that each question builds on the answer to the previous one.” Questioning that is not sequenced thoughtfully can obstruct the lesson and confuse the students no matter how well the questions are crafted. Planning questioning is essential (Hannel, 2009). Using question sequences and patterns appropriate to the task creates, “direction and structure for [the] questions, [clarifies] for students what teachers expect of them, and fosters a climate of meaningful classroom dialogue leading to enhanced thinking and learning” (Vogler, 2008).
Patterns in Question Sequencing (as cited in Volger, 2008)
- Extending and lifting- asks a number of questions at the same level before extending to the next
- The circular path- a series of questions that eventually lead back to the beginning question
- Same path- all at same cognitive level
- Narrow to broad- low level specific questions and high level general questions
- Broad to narrow- low level general questions and high level specific questions
- Backbone of questions with relevant digressions- focus is not on cognitive level but how closely the questions relate to the central theme, subject, or topic of discussion
Wait Time
Wait time is a second important aspect of questioning that should not be neglected. “On average a teacher waits less than a second after asking a question” (Glasson, 2005). Yet, research by Mary Budd Rowe (as cited in Glasson, 2005) shows that if teachers wait as little as five seconds, students tend to give “longer and more thoughtful answers” (p. 10). In fact, waiting just another five seconds affords the student who is answering the time necessary to provide answer at a higher cognitive level. Students process questions and formulate their answers at different rates. Providing time for processing gives student the chance to think through their learning and provide a thorough answer. Unfortunately, the silence is uncomfortable for some and wait time is hurried or completely ignored.
In a recent study by Ozuem and Lancaster (2015), teacher questioning practices were observed. The researchers noted that one specific teacher asked effective, open-ended questions but gave no wait time. As a result, students did not have the time needed to formulate answers and the teacher felt the students were interested in participating. When some teachers were asked why they gave little or no wait time, they responded that students did not want to answer the questions. Another felt there was not time to wait due to the pressure to complete the curriculum. Bigelow (2015) describes her experience with implementing wait time in her classroom. “ I was surprised at the additional hands that went up during those few seconds. I realized that the "dead air" is actually thinking time, and research has shown that, with this extra time, students' responses are often at a higher level of complexity” (Bigelow, 2015, para. 4). She continues to explain that after the student provides an answer, she provides more wait time which enables elaboration on the part of the answerer as well as other students. Take the time to allow student thought. It’s worth the wait.
Wait Time Techniques- There are various ways to incorporate wait time into the classroom. Below are a few suggestions.
- Talk in Time- Using a timer, teach students to wait until the time is up before answering a question.
- Think-Pair-Share- Give students 10 or more seconds to talk to a partner about the answer before sharing.
- Mini Whiteboards- Ask students to write their answers on the whiteboard before sharing.
- Majority Rules- Students must wait until the majority (or all, if you like) of the class signals they have an answer before sharing.
- Poll Everywhere Open Ended Questions- Students answer open-ended questions and the answers appear in a word cloud stimulating further thought.
- Padlet (using moderation feature)- An online note board in which students post answers. The moderation feature allows a teacher to hide the responses until he or she approves them.