The Right Question Institute developed this resource page to help educators deepen their understanding of the QFT and offer materials to support implementation of the strategy. Their materials are available under a Creative Commons Sharealike license, which means you may use, adapt, revise, re-purpose, and share our materials.
The ability to formulate one’s own questions may be, other than basic literacy, the most important learning skills available to a student, an employee, a scientist and a citizen.Students who ask questions, who ask good questions, and who can set and follow a line of inquiry will succeed at a far higher rate than those who either do not know how to formulate their own questions or simply fail to regularly generate their own questions.
Rubik's cube is more than a puzzle- it's a question waiting to be answered. And when the right person finds the right question, it can set them on a journey ...
Scaffold students’ thinking about complex texts by asking what the text says, how it works, what it means, and what it inspires them to do. Questions are a common way for teachers to check for understanding, right? The answer we’re looking for is yes. Who hasn’t questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. We propose four overarching questions that can be used to scaffold students’ thinking about complex texts.
In this webinar, formative assessment authority Dr. Dylan Wiliam discusses the use of a wide range of classroom techniques to improve questioning.
Read about the power of questioning from this collection of articles by Educational Leadership. If you are an ASCD member, you will have access to all of them.
The issue of “who gets to ask the questions in class” is one that touches on matters of purpose, power, control, and, arguably, even race and social class. Palmer Wolf, a professor of education at Brown University, examined the role of questioning in schools for her academic paper “The Art of Questioning,” and found that teachers tended “to monopolize the right to question” in classrooms.
There is an irony to bad questions, in that they can be more difficult to answer than a good question. Questioning is the art of learning. Learning to ask important questions is the best evidence of understanding there is, far surpassing the temporary endorphins of a correct “answer.” So what makes a question bad? Well, that depends on what you think a question should “do.”