1. TEACHING STUDENTS TO ASK THEIR OWN QUESTIONS QUESTION GENERATING TECHNIQUE

2. HISTORY OF THE RIGHT QUESTION INSTITUTE 1990 in Lawrence, Mass. Work with low income parents “We don’t come to school because we don’t even know what to ask.”

3. FRAMEWORK FOR ACCOUNTABLE DECISION MAKING Used by patients at major hospitals What does it take to be a innovator? How can America retain its creative edge?

4. THE IMPORTANCE OF QUESTIONS

5. MICRODEMOCRACY IN ACTION Questioning is the basic premise of a democracy Septima Clark taught illiterate African American women in the South how to read in citizenship schools. She is well-known for questioning the discrepancy between the educations of whites and blacks in post- Reconstruction America.

6. QUESTION FORMULATION TECHNIQUE (QTF) RULES: 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.

7. SOME STUDENTS ARE NOT ASKING QUESTIONS  Ask questions  Follow the rules  Number your questions Rules: 1. Ask as many questions as possible. 2. Do not stop to answer, judge or discuss 3. Write down every question as stated 4. Change any statements into questions

8. CATEGORIZE YOUR QUESTIONS  Closed-ended: Yes/No  Open-ended: More Explanation is Needed Label your questions with a C or O (Discuss advantages and disadvantages to both kinds)

9. IMPROVE YOUR QUESTIONS  Change one closed-ended question to open  Change one open-ended to closed (Discuss why we would do this)

10. PRIORITIZE YOUR QUESTIONS  The next step is to prioritize your questions  Choose the 3 most important questions and think about the focus Some students are not asking questions

11. REFLECTION – NEXT STEPS  What did you learn so far about questioning?  Project Set Up

12. QFT LESSON Come prepared to your class with: Question Focus Basic Instructions to Students Students Generate Questions Next Steps for Project, Activity, Socratic Seminar, etc.

13. MAKING ONE BASIC CHANGE TO INSTRUCTION  Gives students the opportunity to ask their own questions and be the creators of their own learning

14. CREATES RIGOR Divergent thinking as individuals Convergent thinking as a group Metacognition opportunities – what rule would be difficult to follow; what is the rationale or locus of control in your thinking

15. EXAMPLES OF STUDENT USE - KINDERGARTEN Why is the crocodile camouflaged? Why does the baby have white eyes and the momma black ones? Why is the momma in the water so low? Where are they going? Is that a momma or a daddy alligator? Why is he on his momma’s head? Why does the baby have stripes?

16. MIDDLE SCHOOL Why are they fighting? Are they fighting? Are they part of the government? Where are they? Who are they? Were they signing something? Why didn’t they call 911? Was it related to slavery? Who hit who first? Why are they smiling?

17. HIGH SCHOOL MATH Geometry Class Purpose: Math is a problem-solving field Equation = Balance How do you get an equation to balance? Does an equation have to be balanced? Why are we supposed to know this? How do we find balance? Will we use this in the future?

18. HOW WOULD WE USE THIS IN CLASS? Guiding a unit Socratic Seminar preparation Conduct research or experiment Independent projects Analysis Write a paper Develop a group project Prepare for a fieldtrip

19. BIG IDEA Get better answers Increase student engagement Increase inquiry in your classroom To study rather than to blindly believe

20. FOLLOW UP ASSIGNMENTS  Join the Right Question Institute  Share with your PLC, department, grade level or school  Develop a lesson using QFT and submit to Melony  Certificate for 3 hours credit