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Teaching students to ask their own questions professional learning activity

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Through engaging in this two-part professional learning activity, participants will explain how student-generated questions can enhance classroom discussions. Participants will identify next steps to implement student-generated questions to enhance classroom discussion. Participants will also create a plan to successfully integrate the Question Formulation Technique into their classroom practice.

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Through engaging in this professional learning activity, participants will explain how student-generated questions can enhance classroom discussions. Participants will identify next steps to implement student-generated questions to enhance classroom discussion. Participants will also create a plan to successfully integrate the Question Formulation Technique into their classroom practice.

In this article, authors Rothstein and Santana provide an overview of the Question Formulation Technique, a strategy for challenging students to generate questions that enhance classroom discussion inspire inquiry about a given topicand stimulate students’ curiosity and sense of ownership of their learning.

Citation: Rothstein, D., & Santana, L. (2011, September/October). Teaching students to ask their own questions. Harvard Education Letter, 26(9).

This section of the Framework for Teaching is used in the Teaching Students to Ask Their Own Questions Professional Learning Activity.

This planning template can be used by teachers planning a lesson in which they use the Question Formulation Technique.

This form guides participants through the Critical Friends Feedback protocol and provides space for note-taking.

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