Questioning Activities: Changing Questions Changes Thoughts

Introduction: The Size of the Question Determines the Size of the Thought

Children were ‘questioning humans’ from birth. Children who lived with “What is this?” and “Why?” in their mouths shut their mouths when they go to school. Metacognition starts with the question ‘What do I not know?’. Here are 9 questioning activities that throw question marks back into the classroom where questions have disappeared.

24. Question Storming

If brainstorming is pouring out ideas, question storming is pouring out questions.

Method:
1. Present a topic and continue to make only ‘questions’ about that topic for a set time.
2. Never say the answer or evaluate the question.
3. Even erratic or trivial questions are allowed.
Point: If you remove the pressure to find answers, creative and essential questions pop out.

25. DVDM Question Method (Definition, Value, Difficulty, Method)

Structure questions into 4 dimensions to expand thinking.

Method:
- D (Definition): What is the meaning of ~? (Factual understanding)
- V (Value): Why is ~ important? (Value judgment)
- D (Difficulty): What are the difficulties/problems of ~? (Critical thinking)
- M (Method): How should we solve ~? (Creative problem solving)
Point: Cultivates stereoscopic thinking power to look at one object from multiple angles.

26. KWLM Question Strategy

It is a metacognition checklist that penetrates the beginning and end of the class.

Method:
- K (Know): What do I already know? (Check background knowledge)
- W (Want to know): What am I curious about? (Set learning goals)
- L (Learned): What have I learned? (Organize learning contents)
- M (More): What do I want to know more? (Induce in-depth learning)
Point: Monitor and regulate one’s learning process oneself.

27. SCAMPER Question Method

It is a Creative thinking technique to get new ideas by transforming existing ones.

Method:
- S (Substitute): What if replaced?
- C (Combine): What if combined?
- A (Adapt): What if adapted?
- M (Modify): What if modified?
- P (Put to other uses): What if used for other purposes?
- E (Eliminate): What if eliminated?
- R (Reverse): What if reversed?
Point: Questions that break stereotypes and break the frame of thinking.

28. 5 WHY Technique

It is Toyota’s problem-solving method asking “Why?” 5 times until the root cause of the problem is found.

Method: Reach deep causes, not superficial reasons, through tail-biting questions.
- (e.g.) “I was late.” -> Why? -> “I overslept.” -> Why? -> “I slept late yesterday.” -> Why? -> “Because I was playing games.” -> Why? -> “To relieve stress.”
Point: Penetrate the essence beyond superficial phenomena.

29. Question Gallery Walk

Appreciate friends’ questions as if appreciating works in an art gallery.

Method:
1. Each group writes the questions they made on a large paper and posts them on the wall.
2. Students from other groups walk around, read questions, and attach answers or leave comments (feedback) on post-its.
Point: Share questions, react to each other’s thoughts, and demonstrate collective intelligence.

30. Question World Cafe

Converse while changing topics in a comfortable atmosphere like a cafe.

Method:
1. Only the ‘Host’ remains at each table, and the remaining ‘Travelers’ move to other tables.
2. Converse with the host and add ideas about the topic (question) of the moved table.
3. After a certain time, move to another table.
Point: Ideas from various people mix and connect, enriching knowledge.

31. Philosophical Inquiry Community (P4C)

A class that makes children into little philosophers.

Method:
1. Read a text and make philosophical questions (questions with no right answer and are debatable).
2. Select a question to discuss by voting.
3. Sit in a circle and explore while listening to each other’s opinions.
Point: Learn the attitude of respecting others’ opinions and the process of inquiry itself rather than drawing conclusions.

32. Q&E Learning (Question & Explanation)

A learning method completed by questioning and explaining.

Method:
1. Fold the notebook in half.
2. Make a ‘Question’ about the learning content on the left. (Convert important key points into questions)
3. Write the ‘Explanation (Answer)’ to that question on the right without looking.
Point: Metacognition is activated at its peak in the process of creating questions and answering them oneself.

Conclusion

“A class without questions is a dead class.” If children’s questions feel annoying sometimes, please rejoice that it is evidence that children are thinking. One good question makes life richer than a hundred correct answers.

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