Neal Kaplan I'm a director of technical communications working for a data analysis startup in Redwood City. I started as a technical writer, and since then I've also been learning about information architecture, training, content strategy, and even something about customer support. I'm also passionate about cross-team collaboration and user communities.

Why is the QFT an effective thinking method?

2 min read

The QFT builds the skill of asking questions, an essential lifelong learning skill that allows people to think critically, feel greater power and self-efficacy and become more confident and ready to participate in civic life.

What is the purpose of QFT?

The Right Question Institute created the Question Formulation Technique to teach students how to ask questions. This year.

What is a QFT in science?

The QFT is used for Science.

What is QFT seminar?

The public can attend this event. The Question Formulation Technique is a simple yet powerful strategy to teach students how to ask and use their own questions.

What is the QFT?

The QFT is a step-by-step process designed to help students learn how to use their questions. Students can practice three thinking abilities with the QFT.

What are the steps of QFT?

The QFT process is composed of Produce, Improve, Prioritize, Plan, and Reflect.

How do you ask open ended questions in the classroom?

  • Don’t be afraid to open up about students’ thinking.
  • The boundaries should be clarified.
  • Don’t use words that encourage competition.
  • There are pseudo open-ended questions.

Instead of predictable answers, open-ended questions open minds and enable teachers and students to build knowledge together.

She asks a series of open-ended questions that draw out their thoughts, knowledge, and feelings. Ms. Nunn brought the children back to her original question after they shared some thoughts on fairy tales.

The cycle of wonder, exploration, discovery, reflection, and more wonder leads to increasingly complex knowledge and sophisticated thinking. Children’s teachers trust them to have good ideas, think for themselves, and contribute in valuable ways when asked open-ended questions.

The sense of belonging and competence leads to engagement and deep investment in classroom activities. The Power of Our Words: Teacher Language that helps children learn has guidelines on how to frame open-ended questions and make them a regular part of your classroom vocabulary. We need to ask them with real curiosity about children’s thinking for open-ended questions to be effective. The child probably wouldn’t have done the creative thinking that led to such a great idea, if I hadn’t felt and conveyed genuine curiosity in all reasoned and relevant answers.

A child had said that they could pretend that the colored pencils were butterflies and make a play about them. In terms of the question I asked, this response is just as valid as the others. Because of the potential chaos and safety issues, having students fly colored pencils around the room was more than I wanted to deal with. How could you use colored pencils to draw or write something about butterflies?

This is still an open-ended question, and it just has boundaries based on what I might see as appropriate options for a particular group of students. When the goal is for students to learn from and with each other, not to compete, teachers usually use open-ended questions. Competition often arises from questions such as “Who knows a good way to use clay?”, “How can we make this graph the most beautiful?”, or “How can we elevate some students above others?”

When we fish for specific answers, we don’t really ask for their thoughts, knowledge, or perception, but for them to articulate our own. If the question had been open-ended and the teacher had the intention to hear what the children thought, the results would have been different.

Children are encouraged to think for themselves and to share their view of the world by asking questions. An excerpt from the book, The Power of Our Words: Teacher Language that helps Children Learn, was adapted by Paula Denton, EdD. A classroom where students feel safe, respected, appreciated, and excited about learning is built using words, tone, and pacing.

Neal Kaplan I'm a director of technical communications working for a data analysis startup in Redwood City. I started as a technical writer, and since then I've also been learning about information architecture, training, content strategy, and even something about customer support. I'm also passionate about cross-team collaboration and user communities.

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