1. Introduction to the Question Formulation Technique (QFT)
Sarah Westbrook
Director of Professional Learning
The Right Question Institute, Cambridge, MA
Andrew Minigan
Director of Strategy

2. Acknowledgments
We are deeply grateful to The Hummingbird Fund and to the Right Question Institute board of directors for the work they do to support our sharing of the Question Formulation Technique (QFT). We would also like to acknowledge the tremendous contributions of thousands of educators currently using the QFT, sharing it with students and colleagues, and continuously teaching us. This includes Kimberly Tashuda, to whom we are additionally grateful for bringing us to Channel Islands and arranging this session.

3. Who is in the room?

4. Today’s Agenda Why Spend Time on Teaching Question Formulation?
Collaborative Learning with the Question Formulation Technique (QFT)
Explore Classroom Applications & Student Work
(Optional) Planning How You Might Use the QFT

5. To Access Today’s Materials:
Join our Educator Network for:
Templates you can use tomorrow in class
Classroom Examples
Instructional Videos
Forums and Discussions with other Educators

6. We’re Tweeting…
@RightQuestion
@SarahRQI
@AndrewRQI
#QFT

7. Why spend time teaching the skill of question formulation?

8. Honoring the Original Source: Parents in Lawrence, Massachusetts, 1990
“We don’t go to the school because we don’t even know what to ask.”

9. "There is no learning without having to pose a question."
- Richard Feynman
Nobel Laureate, Physics, 1965

10. “We must teach students how to think in questions, how to manage ignorance.”
– Stuart Firestein
Former chair, Department of Biology,
Columbia University

11. College Presidents on What College Students Should Learn
“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, Former Chancellor of University of Illinois
The New York Times, August 4, 2002

12. Yet, only 27% of graduates believe college taught them how to ask their own questions
Alison Head, Project Information Literacy at University of Washington, 2016

13. Percentage of Basic Skill Attainment
Sources:
Data on question-asking based on parent and teacher feedback

14. Percentage of Basic Skill Attainment
Sources:
Data on question-asking based on parent and teacher feedback

15. We can work together on changing the direction of that slope

16. We Are Not Alone
Educators in 1 million classrooms all over the world

17. 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.

18. What happens when students do learn to ask their own questions?

19. Research Confirms the Importance of Student Questioning
Self-questioning (metacognitive strategy):
Student formulation of their own questions is one of the most effective metacognitive strategies
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
UC Davis Research Linking Curiosity to Memory (UC Davis) 2014
The Fullerton Longitudinal Study (FLS), a 30-plus year study of the development of giftedness across various points in time conducted by Adele and Allen Gottfried of California State University ”This finding has strong implications for the development of STEM considering that curiosity is a fundamental predictor of the aspiration to become a scientist.”
S. von Stumm, B. Hell, T. Chamorro-Premuzic. The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspectives on Psychological Science, 2011 meta-analysis shows They found that curiosity did, indeed, influence academic performance. In fact, it had quite a large effect, about the same as conscientiousness. When put together, conscientiousness and curiosity had as big an effect on performance as intelligence.

20. Student Reflection
“The way it made me feel was smart because I was asking good questions and giving good answers.”
-Boston 9th grade remedial summer school student

21. Collaborative Learning with the Question Formulation Technique (QFT)

22. 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

23. 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

24. Producing Questions Ask Questions Follow the Rules
Ask as many questions as you can.
Do not stop to answer, judge, or discuss.
Write down every question exactly as it was stated.
Change any statements into questions.
Number the Questions

25. Some students are not asking 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.

26. Categorizing Questions: Closed/ Open
Definitions:
Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.
Open-ended questions require
more explanation.
Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O.”

27. Closed-ended Questions
Discussion
Closed-ended Questions
Advantages
Disadvantages
Luz: Give your directions.
Sarah: TYPE a RESPONSE in the chat box now.
SARAH read some questions.
Luz: Disadvantages.

28. Discussion Open-ended Questions Advantages Disadvantages
Luz: Give the directions.
Sarah: TYPE a RESPONSE in the chat box now.
Sarah: Read some questions.
Luz: Disadvantages
Luz : The point here is that the closed ended questions are equally useful as open-ended!!! DRIVE HOME the POINT!!

29. Improving Questions Closed Open Open Closed
Take one closed-ended question and change it into an open- ended question.
Take one open-ended question and change it into a closed- ended question.
Closed
Open
Luz: Read Slide. 1 ½ Minutes. Pause & Time. DO NOT ASK THEM TO SHARE.
* Winston: Add the gif to this slide to go along with the final animation
Open
Closed

30. Strategize: Prioritizing Questions
Review your list of questions
Choose the three questions you consider most important.
While prioritizing, think about your Question Focus: Some students are not asking questions.
After prioritizing consider…
Why did you choose those three questions?
Where are your priority questions in the sequence of your entire list of questions?

31. Strategize: Action Plan
From priority questions to action plan…
In order to answer your priority questions:
What do you need to know? Information
What do you need to do? Tasks

32. Share
Your three priority questions and their numbers in your original sequence
Rationale for choosing priority questions
Next steps from your action plan

33. Reflection How did you learn it?
What did you learn?
How did you learn it?
What do you understand differently now about some students not asking questions?

34. A Look Inside the Process

35. The QFT, on one slide… Question Focus Produce Your Questions
Follow the rules
Number your questions
Improve Your Questions
Categorize questions as Closed or Open-ended
Change questions from one type to another
Prioritize Your Questions
Share & Discuss Next Steps
Reflect
Ask as many questions as you can
Do not stop to discuss, judge or answer
Record exactly as stated
Change statements into questions
Closed-Ended:
Answered with “yes,” “no” or one word
Open-Ended: Require longer explanation

36. Three thinking abilities with one process
Curiosity and Rigor
Three thinking abilities with one process

37. Thinking in many different directions
Divergent
Thinking

38. Narrowing Down, Focusing
Convergent
Thinking n

39. Thinking about Thinking
Metacognitive
Thinking

40. Exploring Classroom Examples

41. Classroom Example: 12th Grade
Teacher: Ling-Se Chesnakas, Boston, MA Topic: The Brief Wondrous Life of Oscar Wao by Junot Diaz Purpose: To help students generate questions for a Socratic Seminar at the end of the unit

42. The Question Formulation Technique (QFT) in Action

43. Classroom Example: 4th Grade
Teacher: Deirdre Brotherson, Hooksett, NH Topic: Math unit on variables Purpose: To engage students at the start of a unit on variables and assess their current skill level

44. Question Focus
24 =  +  + 

45. Student Questions 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?
Does it mean 24 is a really happy number?
Can we replace each smiley face with an 8?
Do any other numbers work?
Can we do this for any number?
Does it always have to be smiley faces?
Do we always have to use three things?

46. Next Steps with Student Questions
Questions were hung around the room.
Students checked off questions as they were answered during the rest of the unit.
At the end of the unit, students analyzed their original list of questions and discussed what they learned and what they still wanted to know.

47. Classroom Example: 11th & 12th Grade
Teacher: Allison Gest, Park Ridge, IL Topic: Geology Purpose: To help students prepare for a guest speaker at the end of a weathering, erosion, and soil unit

48. Question Focus

49. Student Questions
1. What is aquaponics? 2. Can you describe the procedures used to set up an aquaponics system? 3. How is it more efficient compared to traditional methods? How are the methods different? Which is more popular? 4. How do crops grow any differently with aquaponics? 5. What are the pros and cons of aquaponics? 6. Can crops grow without soil? If not, why not? 7. Are people starting to use aquaponics more? 8. Are their nutritional benefits for aquaponics? 9. How does climate affect this process? 10. What are the reasons for why aquaponics is beneficial besides efficiency? 11. Do plants grow the same way using aquaponics as they do with soil? 12. Is it more or less cost efficient?
What is the process of aquaponics?
How and why is the process of aquaponics more efficient than traditional farming conditions?
Do the crops taste better or the same?
What is the difference in food quality between the two types of growing?
What is the nutritional value compared to growing it with soil?
Is aquaponics more or less expensive than growing with soil?
What type of plants could you grow with aquaponics?
Does aquaponics allow crops to grow organically?
Do you set the same amount of nutrients?
What is the point of using aquaponics?
What are the positive and negative effects of aquaponics?

50. Next Steps with Student Questions:
Students chose 3 priority questions based on the instructions “what you would want to know first from an aquaponics expert.”
Students asked their questions via a skype chat with the guest aquaponics expert the next day

51. Student Reflections
“I learned the basics of science and why it exists. Scientists have to find answers to questions. Their entire lives are to ask questions that will solve the big problem.” “This experience also fueled my passion to become a scientist, I want to find the answer to the things that interested me for the longest time. I have learned more that I would have expected, because all we did was ask some questions.”

52. Classroom Example: 10th Grade
Teacher: Rick Barlow, San Jose, CA Topic: Algebra 1: Quadratics Purpose: To introduce the quadratics unit by having students explore modelling data with a function.

53. Before the Question Focus
Find how many bingo chips that fit into a 23 X 23 inch square 8 8 3
Square Size
# of Bingo Chips that Fit 2 3 4 6 8 3 6
Then I gave each group a few squares and a lot of bingo chips. I had squares of side length 1, 2, 3, 4, 5, 6, 7 and 8 inches. Each group got 2 or 3 squares. Students collected the data. We put the data into a class data table (averaging the number of bingo chips for a given side length as needed). I then asked students to tell me what type of function would best model the data in the table. I gave them like 3 minutes to discuss this. The goal WAS NOT that they have a definitive answer. The goal was to get them to explore the data in the table or graph (some groups also graphed the data). 6

54. Question Focus The function that best models this data Square Size
# of Bingo Chips that Fit 2 3 4 6 8 23
The function that best models this data
Then I gave each group a few squares and a lot of bingo chips. I had squares of side length 1, 2, 3, 4, 5, 6, 7 and 8 inches. Each group got 2 or 3 squares. Students collected the data. We put the data into a class data table (averaging the number of bingo chips for a given side length as needed). I then asked students to tell me what type of function would best model the data in the table. I gave them like 3 minutes to discuss this. The goal WAS NOT that they have a definitive answer. The goal was to get them to explore the data in the table or graph (some groups also graphed the data).

55. Student Questions Is this related to polynomial?
What would you call a function that is neither linear or exponential?
Will this graph give us the exact # of how many chips will fit in the square?
Does size of chips matter?
Can it be exponential on a graph and not on a table?
Why is the line on the graph curved and then out of nowhere it goes straight?
How could you find what the table is multiplying by?
Why does it increase rapidly then slow down?
What would the slope look like?
What type of function is the graph if it is not a J, L, or linear?
If we were to find the amount of chips found in an 11 in a square could we double that and find the answer for a 22 inch square?
Does the graph cross zero?
What kind of math did people use to get these solutions?

56. Next Steps with Student Questions
Questions used as opening slides for the next day’s lesson
Revisited at the end of class as a debrief
Rick Barlow’s quote about follow-through:
“Here is what I realized today:
QFT is awesome, but QFT isn't really the goal. The goal is to make my classroom student-centered and to make learning student-driven. QFT doesn't do that. What I DO with the questions students come up with is where QFT really becomes a tool to make my classroom more student-centered.”

57. Classroom Example:11th Grade
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

58. “The disciplinary policies of our society perpetuate injustice.”
Question Focus
“The disciplinary policies of our society perpetuate injustice.”

59. Student Questions Why are student of color targeted the most?
When will it get better?
What are some ways to improve behavior?
How do disciplinary policies target specific racial groups?
What type of training will teachers go through that’ll bring justice to classrooms?
Do teachers nationwide take notice of these stats?
How can teachers develop better & effective disciplinary policies?
Shouldn’t school police officers be trained like teachers?
Why do people see the stats & data as a coincidence?
What is considered a criminal offense in school?
What does a kid learn about the system once in jail?
Isn’t it the teacher’s job to keep the students “in line”?
What do people believe expulsion will teach the students?
How should disruption in class be handled?
Does going to juvie have a long-term effect on younger students about education?
How come there aren’t any policies keeping students out of prison?

60. Next Steps
Students decided to research statistics and poll students and teachers.
Students met with the school administration to ask questions and address their concerns.
School principal founded a student advisory council, which many students joined, to give students a voice in new policies.

61. Student Reflections
“Asking questions is a step in creating change.” - Jonathan S., 11th grade “I learned how reluctant students are to ask questions. In our society school environment, we shame asking questions. It felt good to openly ask.” - Leslie, 11th grade

62. Classroom Example: 12th Grade
Teacher: Daniel Fouts, Des Plaines, IL Topic: 12th Grade AP Government unit on the American presidency at moments of crisis Purpose: To engage students at the start of the unit and to help students select a topic for an independent project

63. Question Focus
“Nearly all men can handle adversity; but if you really want to test a man’s character, give him power.”

64. Student Questions How does power challenge one’s morality?
How can we ensure that the good men get the power?
Should everyone have some type of power?
What kind of man can handle adversity?
Does power make people corrupt?
What can power tell us about a man’s character?
What if the person who is qualified for power doesn’t attain it?
How can power be obtained by adversity?
Why are some people affected by power differently?
How is a man’s power tested?
What is considered power?
If adversity supposedly makes you stronger, does that mean that power makes you weaker?
What defines good character?

65. Next Steps with Student Questions
Each student selected l question from the class list to work on throughout the unit
Students answered their question using research and knowledge from the unit in a two-page reflection paper
Students shared their reflections in a class discussion on the final day of the unit

66. Why is the skill of question formulation so important now?

67. 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

68. The Skill of Asking Questions
For moving from ignorance to knowledge
For arriving at better answers
For increasing engagement and ownership
For demonstrating inquiry in the classroom
For a little more joy in a very demanding profession
And…

69. Questions and Democracy
“We need to be taught to study rather than to believe, to inquire rather than to affirm.”
– Septima Clark
Chapter 6 on Septima Clark in Freedom Road: Adult Education of African Americans (Peterson, 1996)

70. Thank you! Have a great semester!

71. To Access Today’s Materials:
Join our Educator Network for:
Templates you can use tomorrow in class
Classroom Examples
Instructional Videos
Forums and Discussions with other Educators

72. Closing Reflection & Evaluation
Please spend 2 minutes leaving us some feedback. We value your thoughts.

73. Today’s Agenda Why Spend Time on Teaching Question Formulation?
Collaborative Learning with the Question Formulation Technique (QFT)
Explore Classroom Applications & Student Work
(Optional) Planning How You Might Use the QFT

74. Additional Math Resources
Look through more math classroom examples: (available to download at and select “More STEM Examples PowerPoint”) launch.html A fantastic blog written by a high school math teacher in Freemont, CA. If you search the blog, you’ll find several of Rick Barlow’s QFT lessons with all levels of students—from ELL immersion classes to AP classes. This particular link takes you to an incredible project Rick did with ELL students, using statistics to challenge immigration claims. Question > Answer Math Educator blog, available to download at Two math educators debate back and forth about whether, and how, the QFT can be used to actually learn math.

75. Additional Science Resources
Look through more science classroom examples: (available to download at and select “More Math & Science Classroon Examples PowerPoint”) formulation-technique A short article that details several different science applications, pre-k through higher education and builds a larger argument about why curiosity is so critical to science and innovation. Fabulous curated resources from former Science Department Chair, now assistant Superintendent of Teaching and Learning, Alison Gest from Maine Township, IL. She lists 8 of her own QFT lessons (linking out to worksheets, student work, examples of final projects, etc.) and then offers many additional QFocus ideas.

76. Additional English Resources
Look through more English classroom examples: (available to download at and select “More History& English Classroom Examples PowerPoint”) “What is the American Dream? Is it just a dream or can it really be a way of life? Dig into this great blog about kicking off a year of American Literature and The Great Gatsby with the QFT. This post includes insight into how to tailor certain steps of the QFT and ramp up difficulty in particular areas for students already experienced with the process. In this blog, English Department Chair Matt details a lesson in which he used the QFT to help students explore media coverage of the Boston Marathon bombing. The lesson led to an entire unit on persuasive writing and analysis of non-fiction texts.

77. Additional History Resources
Look through more History classroom examples: (available to download at and select “More History& English Classroom Examples PowerPoint”) Texas social studies teacher, James Brewster, reflects on the large scale cultural changes in his classroom after a year with the QFT and offers several specific lessons, using political cartoons as Qfoci. A longer article in the New England Journal of History, co-written with a history teacher from New Hampshire, that details several very different applications of the QFT in history. This article also builds a larger argument for the importance of curiosity.

78. To Learn Even More
Check out our 3-week online course hosted by the Harvard Graduate School of Education