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 Todd Mills/ References               Mills Home        Learn More        Standards        Inspiration         About the Author


Quality Question Club Tools

Tech tools to support my the QQ Club

  • Padlet… post the questions… Have a record of the questions and even have 20% time devoted to finding the answers
 
  • EdPuzzle… students watch and create then post quality questions
 
  • Google Forms:  exit ticket is a quality question about the lesson

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HOW-TOs
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LESSONS
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ASSESSMENT
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Favorite Presentation tools
  • Use these links to try some presentation tools.
  • Hover over the image to see a brief explanation.

Watch these videos to get inspiration for why student need to ask more questions:
PictureRecommended Reading

Author
Title & Year (link embedded)
Key ideas


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Books to start with...
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Rothstein, Dan & Santana, Luz
Make Just one Change
A step by step process for improving student questions

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Berger, Warren
A more beautiful question: The power of inquiry to spark breakthrough ideas
Great explanation of why and how we need questions



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Pink, Daniel H
A Whole New Mind: Why Right-Brainers Will Rull The Future
A look into the future and now of how right brain thinkers will be more successful. Not about questions, but related to it.

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Wagner, Tony
Creating Innovators: The Making of Young People Who Will Change the World
Why innovators are needed and how asking questions helps innovation

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Interesting websites
The Right Question Institute
Rightquestion.org/
A site dedicated to educating teachers how to teach their students to ask more questions and direct their own learning

Wagner, Tony
Competencies not Credentials: Reimagining Education in the US. 2016 interview
We need to encourage questions

Teach Thought Staff

Teach Thought 2015
Questions may be “more important than answers because they reflect both understanding and curiosity.”

Katrina Schwartz

For Students: why questions are more important than the answer. 2012
Dan Rothstein on students’ questions: “We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more – we see better quality work.”

Andrew P. Minigan

The Importance of Curiosity and Questions in 21st-Century LearningMay, 2017
See article

Annie Murphy Paul

How the Power of Interest Drives Learning 2013
Interest in something necessarily sparks more focus and curiosity
“The more we know about a domain, the more interesting it gets. Silvia suggests that one reason that growing knowledge leads to growing interest is that new information increases the likelihood of conflict—of coming across a fact or idea that doesn’t fit with what we know already. We feel motivated to resolve this conflict, and we do so by learning more. A virtuous cycle is thus initiated: more learning leads to more questions, which in turn leads to more learning. Parents and educators can encourage the development of students’ interests by actively eliciting these queries, what researchers call “curiosity questions.”


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Academic papers
Chris Hulleman, Judith M. Harackiewicz
Promoting Interest and Performance in High School Science Classes 2009
Making connections to a course with the lives of students increases their interest and level of learning

Matthias J. Gruber,1, Bernard D. Gelman and Charan Ranganath

States of Curiosity Modulate Hippocampus- Dependent Learning via the Dopaminergic Circuit 2014
“These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity to create more effective learning experiences.” Extrinsic reward was associated with enhanced memory for uninteresting trivia answers, but reward did not improve memory for answers of questions that participants were highly curious about… we need to promote curiosity extrinsically to create habit that may lead to intrinsic motivation

George Loewenstein

The Psychology of Curiosity: A review and Reinterpretation 1994
Curiosity in history… classic Greek ideas concerning curiosity asa passion for learning (p76)

Jung, M, Kim, J, So, H

Mark-On: Encouraging Student Questions in Class 2016
Students usually do not keep themselves very active in class by asking questions due to psychological stress and cultural norms that inhibit active participation. In this paper, we propose the notification system called 'Mark-On' that informs teachers of students' curiosities via any Internet connected devices such as a mobile phone or a laptop computer. The objective of our research is to propose a technological solution to encourage students to ask questions in class by relieving the psychological pressure that causes student to hesitate to ask questions. We found that students feel more comfortable to question when they are free from the pressure of finding a right timing to interrupt the class flow and from the fear of appearing ignorant. The proposed system Mark-On was able to deliver both needs successfully, and there were more unexpected positive effects to the students' question asking behaviors.

Susan Engel

A case for curiosity 2013
Great article not research from a seminal researcher

Goren Gordon, Cynthia Breazeal, Susan Engel

Can  Children Catch Curiosity from a Social Robot? 2015
 Social interaction with other curious being enhance curiosity
“We have shown that a fully autonomous robot can be modeled as a peer that impacts curiosity behaviors in children. Moreover, we have shown that only those curiosity aspects which we manipulated increased in children. These results suggest that manipulating subtle social interaction utterances and expressions can impact children’s curiosity.” p.7


Brandy N. Frazier, Susan A. Gelman, and Henry M. Wellman
Preschoolers' Search for Explanatory Information Within Adult-Child Conversation 
Asking questions is a search for answers, not annoyance!


Adam M. grant
Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity. 2008
Intrinsic motivation  plus prosocial motivation creates more performance and productivity

Mitra, S. and Dangwal, R.

Limits to self-organizing systems of learning 2010
Limits to self organized systems of learning
- students learn on their own very well if given the chance
-students learn even more with a mediator
- this may mean that an educated mediator could help them even more
-In these systems, the students  explore on their own, asking better questions to learn more

Cianciolo, Jennifer; Flory, Luke; Atwell, Jonathan

Evaluating the Use of Inquiry-Based Activities: Do Student and Teacher Behaviors Really Change? 2006
Defined inquiry behaviours well: “inquiry involves making observations, posing questions, examining books and other sources of information, and using tools to gather, analyze, and interpret data. Students propose answers, explanations, and predictions, and communicate their results. They are required to understand the use of assumptions and to consider alternative explanations.“
Results:
“Not only did students interact more during ICE activities, they were also more likely to discuss relevant material with each other and to listen to other students talk. This often happened when students presented their work at the end of class. More obvious inquiry behaviors also increased: they solved more problems, reflected on their work, drew conclusions, and practiced and replicated science (e.g., they generated predictions or verified known phenomena). In contrast, during non-ICE activities, students were more likely to listen to the instructor talk, read class materials, and write things down. In the traditional review sessions, students were passive recipients of information provided by the instructor, whereas in the ICE activity sessions, students actively pursued and investigated questions.”

Jack W. Berry & Stephen L. Chew

Improving Learning Through Interventions of Student-Generated Questions and Concept Maps 2008
Generating a minimum of three questions per week about course material shifts lower performing students to an equal performance level as other high performing students

Ng-Cheong, Joan S. K., Chin, Christine  

Questioning as a learning strategy in primary science 2009
Question creation is a creative act.
“Unlike wonderment questions which stimulated the students to hypothesize, predict, thought-experiment and generate explanations, basic information questions generated little productive discussion” (4)
“Teachers need to take a proactive stance and employ strategies to encourage students to ask questions. Biddulph, Symington, and Osborne (1986) suggested four ways of doing this. These include providing students with suitable stimuli, modelling question-asking, developing a receptive classroom atmosphere, and including question-asking in evaluation.” (5)
SO MUCH MORE… read it!

Chin, Christine

Student-generated questions: encouraging inquisitive minds in learning science 2002
Prompting students to ask thought provoking questions increases student learning

Alison King

Autonomy and question asking: The role of personal control in guided student-generated questioning 1994
Students who create their own questions, rather than being given other’s questions, perform better on comprehension tests. ​
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