Research and Critical Thinking
Question Formulation Technique - QFT
This is a technique that I heard about from a colleague of mine that worked with Deaf and Hard of Hearing students and I decided to try it with my Low Vision and Blind students at the time. I have also co-presented on this topic before at a conference.
How does it work?
Students are given a sentence, topic, picture, or movie clip to watch and then they have to brainstorm questions pertaining to what has been read or watched. For example, I wrote the topic “Cellular Organization” on the board and told it to my students. The students had a paper and copied down the topic. Next, as a class we brainstormed. Students shouted out their questions and I wrote them on the board.
How does it work?
Students are given a sentence, topic, picture, or movie clip to watch and then they have to brainstorm questions pertaining to what has been read or watched. For example, I wrote the topic “Cellular Organization” on the board and told it to my students. The students had a paper and copied down the topic. Next, as a class we brainstormed. Students shouted out their questions and I wrote them on the board.
1. Brainstorming Questions
Picture of questions students brainstormed
2. Change statements to questions
3. Categorize questions into Open or Closed
Once finished with brainstorming the students then copied the questions that they had shouted out. This allowed for students to freely say what they were thinking instead of concentrating on spelling or how to write their thoughts down. Next, as a class the students looked through their questions and identified which were closed and which are open ended. Closed are questions that have a definite answer, open doesn't and can depend on a persons point of view. The first time around the students will need assistance with what open and close ended questions are and how to convert between them. This is also where students can revise questions and think more about what they meant by the questions.
4. Prioritizing
Picture of narrowed questions
How to prioritize
Next students think about what they want to do with what they will learn, such as do an experiment, a research paper, power point presentation, story, role play...etc One student decided to write a book and another decided to build and explain a model. Then students choose the three best questions that they think will help them the most.
The student student with the book chose:
1. Why does cellular organization even matter?
2. How are cells sorted?
3. Where does cellular organization come from?
The student with the model chose:
1. How do you sort cells?
2. Why are their levels of cellular organization?
3. Where and who came up with the idea of cellular organization?
Now, research and experiments are done and students present their findings. The students learned research skills in mini lessons from the librarian that were then utilized for class. Together with a smartboard, JAWS was used and together students told me what should be put into the Google search box and evaluated the websites to see which had the best information that answered their question. Once the answer was found the students took notes.
The student student with the book chose:
1. Why does cellular organization even matter?
2. How are cells sorted?
3. Where does cellular organization come from?
The student with the model chose:
1. How do you sort cells?
2. Why are their levels of cellular organization?
3. Where and who came up with the idea of cellular organization?
Now, research and experiments are done and students present their findings. The students learned research skills in mini lessons from the librarian that were then utilized for class. Together with a smartboard, JAWS was used and together students told me what should be put into the Google search box and evaluated the websites to see which had the best information that answered their question. Once the answer was found the students took notes.
5. Note Taking
Picture of student notes
The notes were then used to assist them in creating their projects. Once finished, students were given the opportunity to present their projects to the librarian and each other. The students were very proud of their work and were excited about research.
Example
Picture of the model one student made. The student used a box that braille paper comes in and then cut the lid off. Next they cut some string and glued them down to simulate neurons. Then the student took buttons and glued them down to simulate red blood cells. To tactily separate the two they put a wikki stick down the middle. Then he has a description about cellular organization on the top of the box which reads: Cellular Organization: Cells can be organized by there size, shape, function. On the inside he has a two descriptions. Neuron: A neuron is a brain cell that's long and thin. Red Blood Cells: The red blood cell takes oxygen from the lungs to the rest of your body. The student learned about importance of the different types of cells and their functions as well as some human biology.
Example
Picture of a book the other student made. This student started out by creating a simple book talking about cellular organization, what it does, and why it is important. Then they wanted to include their notes and the book because a book on how to do research with her notes as examples and the book as an example outcome from research at the end.
The students really worked hard and because it was student initiated they were more willing to work, were more aware of the quality of their work, and were been able to retain the information they learned.