Introduction

Asking meaningful questions is one of the fundamentals of learning. The ability to ask good questions is developed from early childhood throughout life and underpins individual and societal development. However, students’ ability to ask questions at school is often hindered – first by the traditional structure of asking questions mainly to monitor students’ knowledge, and second by students’ fear of asking “stupid” questions in class.

“High achievers, for the most part, long to answer questions. Answering questions earns the high grade. Answering questions pleases the teacher. Answering questions is safe, comfortable, and familiar. Asking questions? Not so safe. What if my peers think I’m stupid? What if the teacher thinks I don’t have all the answers? How will asking a question help my grade? For these kids, it’s the teacher’s role to ask, and their role to answer. But if I’m asking all the questions, they’re only learning what I’m teaching. And that, I decided, is not enough.” (Lauren Carlton).

This rich task is designed to address this issue and reverse the traditional dynamic of question-asking in education. The task is built around a central issue expressed with the use of the Initial Question Focus (IQF) via a statement, picture, or short video on any topic. It gives students opportunities to:

– Practice formulating different types of questions

– Distinguish between types of questions

– Develop critical thinking about how questions function in learning and life

Task Description

Students work collaboratively to practice generating different types of questions in response to visual or textual prompts. They classify questions, transform them between open and closed forms, and develop inquiry-driven questions for deeper exploration. This task comprises four parts.

The first part of the task is based on the Question Formulation Technique (QFT), a structured method for formulating and refining questions. QFT integrates divergent, convergent, and metacognitive thinking into an accessible, step-by-step technique that supports lifelong learning. It fosters critical and creative thinking, enhances self-efficacy and confidence, and is valuable not only in school but also in civic life. The next three parts of the task expand on this idea by helping students understand the different functions of questions and developing the skills to distinguish them in various situations, enabling students to formulate targeted questions in a meaningful way. The task can be used on various occasions:

⮚         at the beginning of the curriculum section – as the introduction to the topic

⮚         at the end of the curriculum section – as the revision of the topic

⮚         at the beginning of the semester – as a warming-up activity

⮚         at the end of the semester – as a wrapping-up activity

⮚         during developmental classes or school trips – as the activity in which students reflect on big questions (concerning life, career, attitudes, ethics, etc.)