The Facilitation of Formulating Questions for Enquiry-based Leraning

The traditional teaching model is where the teacher asks the questions and the kids are trained to answer them. This comes from a time where the people were trained to memorise useful bits of information to be able to execute easy tasks, to become workers in factories. We are in a different world right now. The education model needs to shift where kids are asking their own questions. (Berger, 2016)

In an interview Joel Pardalis (2017, Right question institute: Stimulate Students Curiosity with the Question Formulating Technique), a teacher at New Fairfield School in Connecticut phrases ‘The person who owns the question owns the learning, the goal of a teacher is for the students to own their own learning.’

The Right Question Institute describes questioning as ‘the ability to organise our thinking around what we don’t know’. Questions can help to solve problems, create new things, dig deep and get to the root of things, connect with others, give a voice and take us to new places. (Waren Berger, Beautiful Questions in the Classroom)

My approach to writing this blog

During my own teaching I have noticed whenever students are invited to engage with a genuine question and have the space to explore that question in a group, students immediately start to actively participate. An animated exchange starts to unfold amongst the group.

A previous post introduced Enquiry Based Learning teaching. This post looks closer into specific techniques and practical teaching formats that I can apply to my own teaching in fashion design. For the research I am looking at mixed sources from blogs, talks and e-books. As some books are not available as an electronic source, recorded talks by the authors help to find the core of the information.

For the enquiry of this blog post I applied the Question Formulating Technique (QFT) (explained in more detail below) by the Right Question Institute. This exercise was very useful form my clarification and focus and gave an insight on how engaging and dynamic it can be in a group.

The three questions that I want to explore in this blog post are

• What setting can support students in generating curious questions?
• In which learning structure does a facilitation of questions work and how can it serve in design development?
• How can a lesson or workshop structure in my teaching look like that incorporates question formulating?

Introduction of techniques

There are various techniques of generating questions which seemed similar at first, looking closely they differ in depth of investigation and context. The techniques include Berger with his book and talks on ‘A More Beautiful Question’, ‘the Question Game’ bySophie Wrobel, Question Formulating Technique (QFT) by the Right Question Institute, ‘Quescussions’ by Paul Bidwell, ‘Chalk Talk’ by Hilton Smith and Marylyn Wentworth and the Strategic Questioning Manual by Fran Peavey.

The journalist and speaker Warren Berger discovered the power of asking questions through interviewing a large variety of people from inventors, CEOs, creatives to celebrities. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, he shares some of his findings about the layers of enquiry and different types of questions.

He noticed a repeating pattern within the process of deep enquiry.

1. See what’s there and what isn’t. Don’t be afraid to ask the fundamental and basic question.

2. Understand: Why X 5 Get your brain around the problem: why does this problem exist? Ask why questions that others are not asking, repeatedly to get to the root of the problem

3. Imagine: What if? Use your imagination

4. Create: How? Prototyping and practicalities, how do you make it work? Move from asking to action

Based on Berger’s work Sophie Wrobel developed the Question Game. The participants are presented with an initial trigger, in the example within the article it is a story. The dice with question prompts on each face is used to evoke questions in the group that encourage critical thinking, deep enquiry and generate open questions on a subject.

The prompts on the dice are based on Why, What If, and How

The participants go through four stages from initial excitement of the game. Distressof initial challenges and learning of a different way of engaging with questions. Acceptancewhen understanding of questions and familiarisation of engagement settles to applicationthat shows in creative problem solving and following discussions. (Wrobel)

Berger works together with the Right Questions Institute (RQI). The non-profit educational organisation offers a wide range of sources for individuals, institutions and communities across all sectors. In the core lies a theory of learning that is grounded in question formulating: The Question Formulation Technique (QFT). It is designed for learners to generate their own questions, to improve their questions and to strategize on how to use them. This process allows the students to do divergent thinking, convergent thinking and metacognitive thinking in one process where students have the chance to question their assumptions (Rothstein, RQI) The technique itself is very simple and leads the participants through the process. The QFT has following steps and guidelines

1. Ask as many questions as you can.
2. Do not stop to discuss, critique, or answer any question.
3. Write down every question exactly as it is stated.
4. Change any statement into a question.

It stimulates curiosity, leads to greater student engagement, ownership and produces deeper and nuanced understanding of a topic. (Rothstein, RQI) Beyond the learning of the subject, the students develop a variety of soft skills. It teaches the students communication skills of listening when formulating questions in a group.

An applied example of the QFT illustrates the history class from Joshua Beer with his eighth-grade students at Goshen Lempster School in New Hampshire Canada. He used the QFT for summative assessment in a 7-step process from generating questions in a group, evaluating and improving the questions, ordering and ranking the questions, discussing next steps and reviewing the process.  These questions were then used in the summative assessment.

Step 1: Review the rules for producing questions

• Ask as many questions as you can
• Change any statements into questions
• Write down every question exactly as it is stated
• Do not stop to discuss, judge or answer the question

Step 2: Introduce the Question Focus (followed with specific QF) i.e., Questions that should be asked about American Imperialism at the turn of the 20^th century.

Step 3: Produce questions. Questioning gets the students to think what, do they know about a subject? Working in groups generates an inspirational unfolding of curiosity

Step 4: Improve questions. Identify open and closed questions. Get students to understand that there are different types of questions. Depending on how a question is phrased you get different answers. Get the students to reframe an open ended question to a closed ended question and the other way around.

Step 5: Prioritise questions. Choose 3 questions that are most important to help understand the subject. Ranking and ordering the questions to what comes first, second and third. Why did students arrange these questions that way?

Step 6: Discuss next steps i.e., a base for research project or a test based on 10 questions generated

Step 7: Reflect questions. How do these questions show that you have learned about the topic (i.e. American imperialism in the turn of the 20^th century?) First students reflect individually then share their reflection in group. What was the process? What did we do? Why did we do it? What did we learn?

Note: For step 5, Berger’s ordering of ‘Why’, ‘What if’ and ‘How’ can be very useful at this point.

In ‘What’s a ‘good’ Inquiry Questions?’ Bidwell outlines the various types of enquiry and suggested structure that can facilitate the generation of good questions. These types of inquiry are summarised in a ‘question forming manual’ and include

1. The question is open to research
2. You don’t already know the answer
3. The question may have multiple possible answers
4. It’s a clear focus
5. The question should be reasonable
6. Try to avoid or rephrase questions which have premise
7. Make sure you have defined all the terms in your question, so you know exactly what you are asking
8. A new question can be asked once all the information is gathered
9. Having the right answer matters to you.

(Bidwell, p. 1 and 2)

Amongst the common points of preferring an open rather than closed questions, he also states seemingly obvious points such as ‘Having the right answer matters to you’ (Bidwell, p.2). However, in a strongly visual and creative context this might apply at the beginning of the research stage and then can be stronger focused on the visual coherency.

He then gives a simple suggestion on a facilitation format, the ‘Quescussions’ that ‘Forces students to reflect on questions and go one level deeper that statements.’ (Bidwell, p.2). The format starts with a trigger for the ‘Quescussion’ (i.e. poem, topic, object) and suggests some simple ground rules for the process where the discussion can only include questions.

• Open-ended questions are preferred to closed questions
• Ask questions about feelings as well as facts
• Humour is encouraged, sarcasm is discouraged
• A question does not have to be directly related to the previous question.

His ‘question forming manual’ is particularly interesting as it suggests tools to evaluate and refine existing questions.

Another inquiry module is ‘Chalk Talk’ by Hilton Smith and Marylyn Wenworth. It is a simple format that facilitates a group process, ‘… a silent way to do reflection, generate ideas, check on learning, develop projects or solve problems.’ (Smith and Wenworth, p.1) The format is briefly explained and initiated with a trigger i.e. a question or statement. Then pieces of chalk (or other writing media) get passed around. The format takes place in silence. The facilitator can steer by taking part in the ‘Chalk talk’, writing comments or questions or drawing connection between the points. Sufficient time allows all participants to participate.

This format is not specifically designed on formulating questions nevertheless it can also facilitate to generate questions in a group process. Its simplicity and silence can invite the quieter students and make it more inclusive.

The Strategic Questioning Manual developed by Fran Peavey is a very powerful tool that facilitates a group process. The focused questions lead participants through a process to discover their own ideas and strategies of change.

There are 8 steps of questioning

1. Focus question: what issues concern me?
2. Observation Question: What do you know about these issues, what is your experience with them?
3. Feeling question: How does it make you feel when you are talking about these issues? When you are living these issues
4. Vision question: What are your goals and dreams around this?
5. Change question: What do you need to get there?
6. Consider the alternatives question: How are you going to realise this?
7. Personal inventory and support question: What do you need to get there? How could you realise these/ How could we realise these? What resources do we need?
8. Personal action steps question: What steps can we concretely take to accomplish these goals?

This process is less suitable for the EBL where the focus lies on gaining more knowledge on a specific subject. It might work better on how to bring about change to an existing situation and can be more suitable for a workshop context where a strong focus can be held over a longer time. These 8 step questions can be a useful way to lead students from a talk or presentation to their own take on a project. (This can become very useful for my SIP workshop)

Conclusion

Most of the introduced techniques have a similar process, which starts with a focus through a trigger or subject of interest. The formulation of questions is in some techniques more open in others have a stronger guideline through tools or question structures. The open questioning techniques follow with a stage of evaluation of the questions and potentially refining and ordering the questions. With these techniques the ability of asking questions is a significant learning outcome. The approaches with a predefined question structure or guideline lead the enquirer through the process and have the outcome of the enquiry as focus. Depending on the time frame, the wider process and the aimed outcome of the context each of the introduced techniques open a new way of teaching. The teacher can facilitate a learning environment, which is supportive of students to generate curious questions. It requires the shift of what is valued in this learning space from a knowledge focused environment to an enquiry focused environment.

The rules of non-judgement and inclusivity are important components, that create the space to allow questions to arise. In a space where there are no statements allowed brings all participants on an equal level of enquiry. A group process inspires the participants and cross-pollinates curiosity. A silent format that is suggested from the ‘Chalk Talk’ makes the process inclusive to certain students. A playful and fun environment helps students to enjoy and engage in the structure, such as the question dice, which prompts students in unexpected ways.

The formulation of questions opens students’ minds for enquiry and is therefore useful at the beginning of a learning curve. In a design context this can be used in various stages of a project process. In the introduction of a new project brief, it can be used for a brainstorm (‘Chalk talk’ session) in a group, more theoretical parts of the design process or the constructive feedback at the end of a project. Through the formulation of questions, the students loosen up in a group process and at the same time have a strong sense of ownership of their own process. It can also be used with students in a less formal way, when students are stuck with their project. The generation of questions in small groups can help students to find their own way through challenges. In the setting of a tutorial, students can prepare their own questions to ask that allows them to direct the feedback they receive.

For lesson where a new project brief is introduced, a question formulation helps with the initial enquiry and brainstorm of ideas. The group is split in smaller groups of 5-7 students. The group generates questions that aim to understand the subject of the brief in more depth. Following from there further questions of enquiry in smaller groups or individual work generate the personal enquiry. With a question dice the subject can be explored in an even more playful way. This will also prompt various questions with ‘Why’, ‘What if’ and ‘How’. The questions generated are collected in a group. Each student then chooses one to three questions for their research starting point. Steps of the lesson in brief are as followed

1. Stating the rules of engagement
2. Introduction of the trigger to the question formulation session
3. In groups of 5-7 students, generating questions
4. Improve questions (tools from ‘good’ enquiry question, Bidwell)
5. Prioritise question (Why, What if, How, tool from Berger)
6. From here each pair or individual student chooses 3 questions to understand the core of the subject and one personal question
7. Discussion of next steps, (where and how to research)
8. Review of the findings and new questions to guide the research. In same groups students present their finding to each other.

For the introduction of a theoretical part of the design process a keyword or image can introduce the subject. Students in group of 5-7 then generates questions on this subject. The evaluation of the questions, shaping and improving the questions, closed questions to open questions gives the students the chance to engage deeper with the questions and its subject. The small group bring suggestions of questions to the class, which then get elicited in the group. Information that is not known can be researched afterwards. The group then brainstorms where to find this information. Subjects such as portfolio content and presentation can be suitable for that.

A QFT can also be very useful to establish skills on evaluation and assessment skills. This can work during a constructive feedback session where the students learn on what constructive feedback is and how to give constructive feedback.

Students in smaller groups go through a short version on the QFT. Following the class then chooses some questions which support the students in the process of giving each other constructive feedback, written or verbally.

Note of my own process

The more I looked into the subject, the more I understood that this brief enquiry just scratches the surface on a fascinating subject. During the process of writing the content for this blog my own approach changed. I initially started with the intention to writing a quick statement on asking question techniques. In the progression of my research, I came across some very interesting yet simple techniques, which I then applied to my own process of writing this post. I noticed that genuine curiosity and enquiry start to lead me in this process. It challenges my habitual thinking pattern of satisfying my curiosity with quick statements. Posing my own questions gives me a sense of ownership over my own learning and guides me in the enquiry process.

The change to this form of teaching requires a shift in familiar teaching dynamics. This is for students as well as for teachers. The student needs to move in a position of active ownership of their learning and the teacher in a role of facilitation where the outcome is not as predictable. I used to see myself as someone who introduces the students to new skills and then encourages them to build their own creative process. In the practical application on these questioning techniques these familiar dynamics are likely to change. Especially in a 1-1 teaching format students look at the teacher to receive information from. This shift can be very unfamiliar for students and teachers. The aim is to support the learners to have ownership over their own learning process.

Bibliography

Book

Berger, W., (2014). A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas. Bloomsbury USA

Rothstein, D., Santana, L. (2015) Make Just One Change: Teach Students to Ask Their Own Questions. 6^th edition, Harvard Education Press

Blogs and E-Journals

McCarthy, J. (2015) Question Formulating Techniques: Empowering Students Inquiry, Opening Paths [online] Available at: https://openingpaths.org/blog/2015/05/question-formulation-technique-empowering-student-inquiry/ [Accessed 24/11/2020]

McCarthy, J., (2015) Need to Know Process, Opening Path, [online] Available at: https://openingpaths.org/blog/2015/02/need-to-know-process/ [Accessed 25/11/2020]

McCarthy, J., Fostering Students’ Questions: Inquiry-Based Learning Techniques, Edutopia [online] Available at https://www.edutopia.org/blog/strategies-for-inquiry-based-learning-john-mccarthy accessed on 25/11/20 [Accessed 25/11/2020]

Peavey, F., Strategic Questioning Manual. [online] Available at http://transformerleadership.com/wp-content/uploads/2018/03/Strategic-Questioning-Manual-11b4d4l.pdf [Accessed 25/11/2020]

Smith, H., Wenworth, M., Chalk Talk National School Reform Faculty, Human Education Centre, [online] Available at https://www.nsrfharmony.org/wp-content/uploads/2017/10/chalk_talk_0.pdf [Accessed 25/11/2020]

Video

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Quescussions (2015). [online] Eteacherhub Available at https://www.youtube.com/watch?v=p0-D0VID7D0 [Accessed 23/11/2020]

Strategic Questioning: Asking the Best Questions (2017), JUST Listening, [online] Available at https://www.youtube.com/watch?v=Z-QXY0pgT8I [Accessed 23/11/2020]

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Berger, W., ‘8 Questioning Superpowers from Beautiful Questions in the Classroom’ [online] Available at https://www.youtube.com/watch?v=yV7L8NRoUqQ&feature=emb_logo [Accessed 25/11/20]

Enquiry Skills (2010) Teachers TV/UK Department of Education, Alexander Street Press [online] Available at  https://video-alexanderstreet-com.arts.idm.oclc.org/watch/enquiry-skills [Accessed 23/11/2020]

Stimulate Students Curiosity with the Question Formulating Technique (2017) Right Question Institute [online] Available at https://www.youtube.com/watch?v=9Dhg13QBOBM&feature=emb_logo [Accessed 23/11/2020]

Teaching students to ask their own questions (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=qOGbA9LocAk [Accessed 21/11/2020]

Voice of the field (2018) Right Question Institute [online] Available at https://www.youtube.com/watch?v=mYfC1OM9AS4&feature=emb_logo [Accessed 25/11/2020]

The Question Formulating Technique (QFT) for Summative Assessment (2015) Germeshausen Foundation [online] Available at https://www.youtube.com/watch?v=lfXEf0nG51I&feature=emb_logo [Accessed 23/11/2020]

Websites

ETeachers Hub [online] Available at:  http://eteachershub.com/hello-world/ [Accessed 19/11/2020]

The question game: a playful way of teaching critical thinking [online] Available at: https://www.teachthought.com/critical-thinking/question-game-playful-way-teach-critical-thinking/ [Accessed 19/11/2020]

What are close ended questions [online] Available at:  https://kwiksurveys.com/blog/survey-design/close-ended-questions [Accessed 20/11/2020]

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Wasabi Learning [online] Available at: https://wabisabilearning.com/blogs/inquiry/asking-inquiry-based-learning-questions [Accessed 20/11/2020]

People

Warren Berger, A More Beautiful Question

Dan Rothstein, co-director, the right question institute

Luz Santana, co-director, the right question institute

Jennifer Murrihy, education specialist, Area Cooperative educational services

Kim Sergent, Instructional Specialist, Kentucky Vally Educational Cooperative

Joel Pardalis, 6-12 Humanities Coordinator, New Fairfield School, Connecticut