QFT Next Steps

I’ve had the pleasure of presenting and demonstrating the Question Formulation Technique (QFT) at district trainings, conferences, EdCamps, and in

classrooms.  It is always a fun session to do and is well received. The number one question that always comes up with teachers after we’ve gone

through the process of the QFT is “So then what?”  That is a great question. Here is what I usually suggest as an answer to the “Then what?” question.

First of all, I am a big fan of Trevor Mackenzie’s book Dive into Inquiry.  I love the swimming pool metaphor and I use it when discussing inquiry with

teachers.  I think it it is a great framework to help visualize the progressive build up from a highly structured inquiry process to free inquiry where

students are coming up with their own questions that they are then seeking answers to. I mention this because it fits how I view the Next Steps of the

QFT.

Taken from Trevor Mackenzie's Dive into Inquiry

I am the Ed Tech Coordinator for the Oxnard Union High School District.  Although the QFT and technology don’t go hand-in-hand per se (see my
blog post on this), I see the two linked together very seamlessly.  I find inquiry to be the key to unlocking the potential that technology has to offer.  
It’s not about the information or the content or the digital tool, it’s about what we have students do with it.  Asking the right questions is key to that. I
have included some of the digital components that can be incorporated into these Next Steps.

Here is the progression of Next Steps that I suggest when starting with inquiry and the QFT:

1. Nothing.  Well, almost nothing.  I think it is great for students to go through the QFT a few times to understand how it works and learn the process.  They will get better and better at it with more reps. Their questions will get better too. I don’t want students to get frustrated, however, with not getting a chance to find answers to their questions.  So one idea is to give them a short (10 minutes or less) time to research a quick, brief answer to their question. Then provide them with a presentation template which they will work on collaboratively as a group (similar to the Iron Chef Slides activity from Jon Corippo).  Students will present their question, 3-5 bullet points of what they learned during their research, an image that matches, and provide links to the sources so that someone could look into the topic further if interested. Groups would then present their slides which help not only with presentation skills but also furthers the curiosity and understanding for the whole class.  They have approximately 3 minutes to present to be able to get through all groups within a period. Presentation Template

The second idea for a quick share is to have students an infographic or HyperDoc to show their question and research that they’ve done.  
Student Examples from Emily Guthrie's class.

2. Class Driving Question.  After completing the QFT process as a class, collect all of the priority questions from each group.  This can be done using a digital tool like Padlet or a Google Form (template). As a class, take a vote on which question(s) you want to pursue as a class.  Choose your question and have that be your driving question as your unit or project that you’re studying. Sample Padlet

3. Group Driving Question.  Again, after completing the QFT process with a Q-focus that ties in with an upcoming project or unit of study, collect the priority questions from each group in the class.  Allow the class to vote on their favorite priority questions coming up with a list of 3-5 questions. Allow students to then choose which of the questions they want to pursue as a driving question.  Students can be arranged in groups by their driving question or can be given time to collaborate and share their findings and allow for further inquiry. At the end of the unit, groups should do a presentation on their findings or create a collaborative video, website, or any other demonstration of their learning.  Sample Google Form

4. Individual Driving Question.  Here, students go through the QFT process as a group but then arrive at a driving question of their own.  They are free to choose a question that they created, one from another student, or one that was revised by the group during the QFT process.  This question would now become one that an individual student can dive into and seek answers to in passion project of some kind. This could look like a research paper,  the creation of a prototype, or any other creation from the students like a website or video. Adobe Spark Videos or Pages would also be a great and easy way for students to track and share their learning throughout the process.   Adobe Spark Student Sample 1, Sample 2

The Right Question Institute feels that the QFT can lead directly to free inquiry. Although I don't disagree, I feel that many teachers (and many students) require a bit more guidance before diving into the deep end. The scaffolded approach allows students to safely make their way into deeper waters.

Adobe Spark Class Examples- Sample 1, Sample 2