Student-Defined Questions (ALC)
This KB document is part of a larger collection of documents on active learning activities that take place in Active Learning Classrooms (ALC). More Active Learning documents
Using Student-Defined Questions activity to facilitate critical thinking in Active Learning Classrooms
|Instructor Prep Time||Medium|
|Student Activity Time||Medium|
|Instructor Response Time||Low|
|Complexity of Activity||Medium|
Student-Defined Questions have students individually reflect on a reading assignment, lectures, or presentation. Before class, students write a question based on that content and write a model answer for it. In class, student pairs exchange questions and write a response to the partner’s question. They trade, read, and compare answers.
Use it when you want...
- To have students practice identifying important features of course content,
- To formulate questions and answers, review responses given by others, or
- To give students a chance to rehearse responses to questions and examine sample responses outside of a formal testing environment.
What students will need
- Laptop, tablet, or mobile phone
- Classroom with campus wireless connection
The following workflow is meant as guidance for how you can facilitate Student-Defined Questions learning activity within an Active Learning Classroom.
- Formulating a good question is a difficult task and one with which students are often unfamiliar. This activity will work best when you have spent some time teaching students how to formulate valid questions and answers.
- Prepare a Google Doc template with guidelines, sample questions, and responses that model the level of complexity and depth you expect.
- Create an online assignment that asks students to reflect on a learning activity (e.g., reading an article, listening to a lecture, watching a film), formulate an essay question and model a response to the question, and submit it to the instructor.
- Have students prepare a model response to their question before the class session in which you plan on implementing this activity.
- Students bring a copy of their questions and model answers to the next class session.
- At the whole table, have groups assign a scribe who copies the Google Docs template, makes sure all students' names are at the top of the document, and gives the instructor access rights to the document.
- At tables, students form pairs, exchange questions, and write responses in the shared Google Doc.
- Students trade model answers and compare and contrast their in-class responses and their partner’s model answer.
- Partners discuss their responses first for one question and then for the other, paying particular attention to similar and dissimilar ideas.
- Upon completion of the activity, call on one or two tables to present one or two questions and model answers. Have the class review and critique the answers.
- Review the outcomes of the activity in the shared Google Docs.
Accessibility and Room Considerations
An African American Literature professor used the Student-Defined Questions technique after each major assignment. For example, after watching Maya Angelou reading her work, "Why the Caged Bird Sings," each student formulates an essay question about the work and writes a model response that evening for homework. In the next class period, students exchange questions and develop answers. Students then compare their responses, and each student submits a question, model answer, and response to the question to the professor (Barkley 303).
In General Biology, the professor wants students to participate in her institution's Writing Across the Curriculum program. She believes that if students were to write information in the form of essay questions and answers, it would help them to integrate better, synthesize, and remember key concepts. She decides to create a Student-Defined Questions assignment. For each major topic area in the unit, she asks students to formulate and answer an appropriate essay question. She gives them the following example of a good question: "Describe the structure of the two basic cell categories (prokaryotic or eukaryotic), and explain how the categories are similar and different." Students have thirty minutes each week to exchange questions, use their notes and text to answer the questions, and then compare responses. Students submit their work to the professor for participation points. She tells students she will select some of these questions to be included in the midterm (Barkley 304).
Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 302-306.