Reflection: Lesson Planning Questioning Technique To Further Explore Autonomy - Section 4: Students Present Their Three Most Important Questions


Group presentations took a bit long. With groups of three, I ended up having 8 small group presentations. I considered changing the plan in the middle of the lesson to reduce the amount of time we spend on this. Specifically, I considered asking each group to present only their top question, which would have significantly reduced the number of students who presented. However, I chose to move forward and let all of them present because it is an important skill they all need to develop. Also, they presented their rationale for prioritizing their questions the way they did, which is not a simple task. I felt that the time we spent on presenting their thought process was worth it. One group was able to explain that their rationale for prioritizing had to do with the fact that the answer to the first question leads to the second question and the answer to that one leads to the third. Another student was able to explain that the reason for selecting one of their questions was because they have no idea what the answer is and they are genuinely interested in finding an answer. I told them this was a very good reason for selecting a question.

Here are some sample questions students formulated about the concept of autonomy.

  Lesson Planning: Student Presentations
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Questioning Technique To Further Explore Autonomy

Unit 1: Reading Their Eyes Were Watching God
Lesson 7 of 12

Objective: SWBAT collaborate to formulate questions about a central idea in an early-twentieth-century foundational work of American literature, Their Eyes Were Watching God by engaging in The Question Formulation Technique. SWBAT present their questions and explain their rationale for questions presented.

Big Idea: Questioning leads to deeper understanding.

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English / Language Arts, questioning strategy, Autonomy
  44 minutes
qft autonomy lesson pix
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