Activity
Question Formation Technique
Question Formation Technique
Activity Overview
Students generate, improve, and prioritize their own questions about a topic, fostering inquiry and critical thinking.
Grade Levels
Subject Areas
Activity Types
Detailed Example
Introduction to Electricity (Science - 5th Grade)
Materials Needed
- Question Focus prompt (e.g., image of lightning, battery, or circuit)
- Chart paper for recording questions
- Question type reference sheet (open vs. closed questions)
- Small group recording sheets
- Question improvement worksheet
- Sticky dots for prioritizing questions
- Question categories poster (fact-based, process, conceptual, hypothetical)
Preparation
Select a provocative Question Focus (QFocus) related to electricity - either an intriguing image, demonstration, or statement. Create a reference chart showing the difference between closed (yes/no) and open-ended questions. Prepare category headers for sorting questions.
Step-by-Step Instructions
Present the QFocus: Display an image of lightning striking or a simple circuit and state, 'Electricity powers our world.'
Introduce the rules for question generation:
Ask as many questions as you can
Do not stop to answer questions
Write down every question exactly as stated
Change statements into questions
Small group question generation (7-8 minutes):
Groups of 3-4 students produce as many questions as possible about electricity
One student records all questions without discussion or editing
Aim for at least 12 questions per group
Question classification (5 minutes):
Groups mark each question as either closed (C) or open-ended (O)
Discuss the differences between these question types
Question improvement (8-10 minutes):
Groups select three closed questions to change into open-ended questions
Select three open-ended questions to change into closed questions
Discuss how changing the question type affects the potential answers
Question prioritization (5 minutes):
Groups review their questions and select the three most important for learning about electricity
Each student gets two sticky dots to vote on priority questions from all groups
Question categorization (optional):
Sort top questions into categories: factual, procedural, conceptual, and hypothetical
Next steps planning: Use the priority questions to guide upcoming electricity lessons and investigations.
Differentiation Strategies
For younger students, work as a whole class for initial question generation. For English learners, provide question stems in multiple languages. For advanced students, add a research planning phase where they develop methods to answer their priority questions.
Assessment Guidelines
Evaluate the quantity, quality, and variety of questions generated. Note which students can transform questions effectively. Use priority questions to assess current understanding and misconceptions about electricity.