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How do you involve students in generating and refining driving questions?

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Driving questions are the heart of project-based learning (PBL), as they spark curiosity, guide inquiry, and promote relevance. However, crafting effective driving questions is not always easy, and it requires involving students in the process. How do you engage your learners in generating and refining driving questions that inspire meaningful projects? Here are some tips and strategies to help you.

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1 Start with a topic

Before you ask your students to come up with driving questions, you need to provide them with a broad topic that aligns with your learning goals and standards. The topic should be relevant, interesting, and open-ended, allowing for multiple perspectives and solutions. For example, you could choose a topic such as sustainability, immigration, or digital citizenship. You can also invite your students to suggest topics based on their interests and passions, as long as they fit the criteria.

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2 Brainstorm questions

Once you have a topic, you can ask your students to brainstorm questions that they have or want to explore about it. You can use various strategies to facilitate this, such as sticky notes, mind maps, online tools, or group discussions. The goal is to generate as many questions as possible, without judging or filtering them. You can also model some examples of good questions, such as those that are open-ended, complex, challenging, and connected to real-world issues.

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Helena Kore

Strategic Communications & Intentional Engagement
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In my experience of working with English Language Learners, it's important to consider if students know what makes an effective question. Consider the implications of asking an AI an ill-formulated question. The output doesn't make sense and is irrelevant. Students experience similar issues, so providing opportunities to practice asking questions as a class may be helpful. If there are diverse linguistic backgrounds, an interesting activity may be asking students how questions are formulated in their native language. A student may provide an example, and then translate the question into English (also bringing in the exciting practice of translanguaging). Dissecting the similarities and differences can lead to fruitful discussion.

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Helena Kore

Strategic Communications & Intentional Engagement
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In my experience, tailoring students to focus on 'quantity' over 'quality' can be a mixed-bag. Sometimes it's hard for them to want to produce anything less than what they deem 'perfect.' I usually begin with discussing the idea of quantity over quality, and in what instances is it best to produce more. This can lead into learning about brainstorming techniques. I find that incorporating multimedia tools are helpful. For example, allow students to choose between working with physical sticky notes, or an online white board with sticky note functionality.

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3 Sort and select questions

After brainstorming, you can help your students sort and select the questions that are most suitable for driving their projects. You can use criteria such as relevance, feasibility, scope, and alignment to evaluate the questions. You can also ask your students to categorize the questions into different types, such as factual, conceptual, procedural, or debatable, and to identify the ones that require higher-order thinking skills. You can then guide your students to choose one or a few questions that they want to pursue further.

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Helena Kore

Strategic Communications & Intentional Engagement
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A classroom/organizational tool that I have found to be quite useful in sorting and selecting questions is allowing students to come together as a class. For example, with one student's or group's work, allow collaborators to engage in discussion centered around the question 'What themes or patterns are recognized?' After that, allow collaborators to vote on their favorite questions, using the metrics of 'most feasible', 'most innovative', or something else that aligns with your metrics.

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4 Refine questions

The next step is to refine the selected questions to make them more clear, focused, and engaging. You can use the QFT (Question Formulation Technique) or the TUBRIC (Topic, Understanding, Big Idea, Results, Inquiry) frameworks to help your students improve their questions. You can also ask your students to peer-review and provide feedback on each other's questions, using rubrics or checklists. The aim is to ensure that the questions are well-written, meaningful, and aligned with the project goals.

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Jose Sergio Torres

Growth Hacker | DASM? | Google Project? Manager
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Para refinar preguntas, inicio con una discusión abierta sobre el tema y pido a los estudiantes que propongan preguntas. Luego, trabajamos juntos para eliminar redundancias, mejorar la claridad y asegurarnos de que cada pregunta sea relevante y desafiante.

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5 Review and revise questions

Finally, you can review and revise the driving questions with your students throughout the project cycle. You can check if the questions are still relevant, interesting, and challenging, and if they need to be modified or updated based on new information, insights, or findings. You can also encourage your students to reflect on their questions and how they helped them learn and create. The purpose is to foster a culture of inquiry and curiosity, and to celebrate the learning process.

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Jose Sergio Torres

Growth Hacker | DASM? | Google Project? Manager
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Cuando revisamos preguntas, divido a los estudiantes en grupos y les asigno un conjunto de preguntas para analizar. Luego, cada grupo presenta sus sugerencias de mejora basadas en la estructura, la relevancia y la profundidad de la pregunta.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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Jose Sergio Torres

Growth Hacker | DASM? | Google Project? Manager
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Es crucial considerar el nivel de comprensión de los estudiantes, la conexión con el contenido curricular y el estímulo del pensamiento crítico al involucrarlos en la generación y revisión de preguntas. Mi experiencia me ha demostrado que esto fomenta un aprendizaje más profundo y significativo.

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How do you involve students in generating and refining driving questions?

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1 Start with a topic

2 Brainstorm questions

3 Sort and select questions

4 Refine questions

5 Review and revise questions

6 Here’s what else to consider

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