How to “NGSS-ify” the Question Formulation Technique: A Deep Dive
Nicole Bolduc nicolejbolduc@gmail.com @nicolejbolduc �Science Teacher�Ellington Middle School, CT
Right Question Institute Collaborator
OpenSciEd National Facilitator
rightquestion.org
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Today’s Agenda
1) Quick recap of the QFT Webinar on 1/10/24.
2) A deep dive into the “How sound can cause things at a distance to move” phenomenon/unit.
3) Reflecting about potential opportunities to engage in QFT with your students.
Helpful resources
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Classroom Examples
Instructional Videos
Planning Tools & Templates
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The Right Question Institute offers materials through a Creative Commons License. You are welcome to use, adapt, and share our materials for noncommercial use, as long as you include the following reference:
“Source: The Right Question Institute (RQI). The Question Formulation Technique (QFT) was created by RQI. Visit rightquestion.org for more information and free resources.”
Question Asking Declines with Age
Tizard, B., Hughes, M., Carmichael, H., & Pinkerton, G. (1983).
Pearson, J.C. & West, R. (2009)
Which students ask questions?
Tizard, B., Hughes, M., Carmichael, H., & Pinkerton, G. (1983)
Carter, A., Croft, A., Lukas, D., Sandstrom, G. (2017).
Next Generation Science Standards
We can work together on creating more opportunities for all students to ask their own questions.�
We Are Not Alone
More than 1 million classrooms worldwide
Collaborative Learning with the Question Formulation Technique (QFT)
+
OpenSciEd Storyline Curriculum
Student questions drive and guide the unit.
The Question Formulation Technique (QFT)
Individuals learn to:
The QFT, on one slide…
Step 1: Finding a QFocus
-Strong QFocus: Relatable, yet puzzling phenomenon(a)
-Phenomenon(a): Related to grade-level NGSS Disciplinary Core Ideas (DCI’s) and Performance Expectations (PE’s) helps students engaged in Cross Cutting Concepts (CCC’s) and Science and Engineering Practices (SEP’s) to figure out the phenomenon(a).
Classroom Example: Unit 8.2
NGSS Performance Expectations
NGSS Disciplinary Core Ideas
PS4.A: Wave Properties
Q-Focus: Sound can cause something at a distance to move. (Unit 8.2)
Setting up Community Agreements
Student Perspective
Thinking like a kid. What do you anticipate a middle school student might think? What might they say? Channel your inner middle schooler.
1) Watch the phenomenon.
2) Jot noticings and wonderings and share one in chart.
Pre-QFT: Q-Focus and Notice/Wonder
Pre-QFT: Q-Focus and Notice/Wonder
3) Individually sketch initial ideas on an initial model.
Add “?” where you are unsure.
Pre-QFT: Initial Model
4) Class initial consensus model together in scientists circle
Pre-QFT: Whole Class Initial Model
5) Brainstorm and produce list of related phenomena
Pre-QFT: Related Phenomena
How might these preliminary steps (observations, initial models, class consensus model, related phenomenon, class norms) help students do the QFT (produce questions) as next steps?
Reflect +Discuss
The QFT, on one slide…
Source: The Right Question Institute rightquestion.org
QFT Step 2: Produce Questions (Student Perspective)
Directions: Generate questions based on initial models, our class consensus model, and our list of related phenomena.
1. Ask as many questions as you can
2. Do not stop to discuss, judge or answer
3. Record exactly as stated
4. Change statements into questions
The QFT, on one slide…
Source: The Right Question Institute rightquestion.org
Rather than or in addition to “open/closed,” also improve questions by thinking deeply about Cross Cutting Concepts.
Cross Cutting Concepts
1) Patterns |
2) Cause and Effect |
3) Scale, Proportion and Quantity |
4) Systems and System Models |
5) Energy and Matter |
6) Structure and Function |
7) Stability and Chance |
QFT Step 3: Improve Questions
Mark questions that change/compare VARIABLES (factors)and involve a cause and effect with a #.
Ex. What would happen if we compared the regular versus fancy cup?”
Ex. How does environment around the cup affect the cup system?
Missing? Write or revise 1 question that includes a changing variable.
CCC #2
QFT Step 3: Improve Questions
Some of your questions might help us figure out more about amounts, sizes, speed, distance and time! Mark these types of questions with a $.
Ex. How does the amount of water affect the water temperature?
Missing? Write or revise 1 question that include these ideas.
CCC #3
QFT Step 3: Improve Questions
Some of your questions might help us figure out more about how specific structures might affect how the system functions! Mark questions that include ideas about specific parts of a system with a .
Ex. How does the lid affect the water temperature?
Missing? Write or revise 1 question to include these ideas.
CCC #4/6
QFT Step 3: Improve Questions
Mark questions that relate to the truck/speaker and window phenomenon with a .
These types of questions are not specific to the truck/speaker and window.
Ex. “Why can I hear thunder from so far away?”
Missing? Write or revise 1 question that asks about a related situation/phenomena
QFT Step 3: Improve Questions
Mark questions that somehow connect back to the cup and collision phenomena with a .
Missing? Write or revise 1 question that relates back to our cup or collision phenomena.
Fancy cup
Regular cup
CCC #5
Which of the “Improve” steps’ categories could be useful with your students? What criteria would you want your students looking for in their questions?
Reflect + Discuss
The QFT, on one slide…
another
Source: The Right Question Institute rightquestion.org
Generate “Investigation Ideas”
Categorize + improve questions by thinking deeply about Cross Cutting Concepts.
Circle questions:
-1 # OR $ OR OR question.
-1 question
-Circle 1 “choice” question per person. Could be different questions per person. Write each on a sticky note. (direction for students)
Please share one of your questions in the chat
QFT Step 4: Strategize Questions
QFT Step 4: Strategize Questions
QFT Step 4: Artifacts
QFT Step 4: Artifacts
Building the Driving Question Board as a Community
Building the Driving Question Board as a Community
QFT Step 4: Strategize Questions
Driving Question Boards
QFT Step 4: Strategize Questions
Driving Question Boards
QFT Step 4: Strategize Questions
Generate Investigation Ideas
We came up with this list of ways scientists gather evidence during our previous phenomenon.
QFT Step 4: Strategize Questions
QFT Step 4: Strategize Questions
QFT Step 4: Strategize with Questions
Use questions to generate and share Investigation Ideas as a class
Investigations
Many student Investigation Ideas match investigations we need and will do to figure out why the window shakes and other related phenomena.
Which of the “Strategize” steps would you consider implementing with your students? Why?
Reflect + Discuss
The QFT, on one slide…
another
Source: The Right Question Institute rightquestion.org
Generate “Investigation Ideas”
Categorize + improve questions by thinking deeply about Cross Cutting Concepts.
Revisit “Driving Question Board” during and after unit
Post QFT: Do investigations related to questions
Post QFT: Progress Trackers
Could be from the Driving Question Board!
Could be from the Driving Question Board or newly generated questions!
Post QFT: Posting what we figured out and assess
Posted Anchor Charts we create together as a class.
Posted Progress Trackers
Post QFT and More Reflection: “Taking Stock of Questions” Scaffold
2 questions we’ve answered. | Draw/ write out as much of an answer as you can at this point. | What we did to figure out these questions. | 1 question we haven’t fully answered yet. | New questions to post on the DQB |
| | | | |
Post QFT and More Reflection: New Questions after investigations
Credit: Gretchen Brinza
Post QFT and More Reflection: Taking Stock of Questions (from Unit 8.1)
“My new answer is still yes, but I now know more depth in terms of what types of materials deform with with more force needed like brick vs materials that don’t require as much force like a tennis ball, but we know all materials can home some sort of deformation.”
Inspired by Gretchen Brinza
Post QFT and More Reflection: Taking Stock of Questions (from Unit 8.1)
Inspired by Gretchen Brinza
Post QFT and More Reflection: Taking Stock of Questions (from Unit 6.2)
Inspired by Gretchen Brinza
Overall Steps:
Pre-QFT | During QFT | Post - QFT |
- Experience phenomenon: Whole Class - Noticings and wonderings: Individually then whole class share -Initial models: Individually then small group share - Initial Discussion: Whole class -Initial Consensus model: Whole class -Related phenomenon: Individually, whole class share | - Students produce questions: Individually or small group -Students improve, strategize, and prioritize using their questions with structure and guidance from teacher: Individually or small group | - Create DQB: Whole class - Investigation ideas: Individually, whole class -Do investigations, summary charts, assessments, generate more questions - Reflection: Revisit DQB at different points throughout unit including the end to take stock of questions |
Now that you’ve seen the QFT process used in science, what topics/phenomena or ways could you imagine using these strategies with your students in your classroom?
Reflect +Discuss
What questions do you have as you think about using the this process with your students?
Reflect +Discuss
The Right Question Institute offers materials through a Creative Commons License. You are welcome to use, adapt, and share our materials for noncommercial use, as long as you include the following reference:
“Source: The Right Question Institute (RQI). The Question Formulation Technique (QFT) was created by RQI. Visit rightquestion.org for more information and free resources.”
Using & Sharing RQI’s Resources