Make Just One Change: Teach Students to Ask Their Own Questions

by Dan Rothstein

The authors of Make Just One Change argue that formulating one's own questions is "the single most essential skill for learning" - and one that should be taught to all students.

They also argue that it should be taught in the simplest way possible. Drawing on 20 years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them.

Make Just One Change features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.

Genres: Education, Teaching, Nonfiction, Professional Development, Parenting, School, Adult

Audible Audio

First published September 1, 2011

About the author

Dan Rothstein, Ed.D., has spent many years learning from the people with whom he has worked and has applied those lessons to designing strategies to promote more effective advocacy and citizen participation efforts. Prior to his work with RQI, he developed and implemented programs in Kentucky, Massachusetts, and Israel as a community educator, organizer and urban planner. He served as Director of Neighborhood Planning for the City of Lawrence, MA and was a Fulbright Scholar and one of the very few non-academics to be chosen as a National Academy of Education Spencer Fellow. He graduated from Harvard College and earned a doctorate in Education and Social Policy from the Harvard Graduate School of Education where he served as an editor of The Harvard Educational Review.

Reviews

[Nat · Rating 5 out of 5]

I now have so many new questions about questions! Can't wait to share what I've learned this year :)

[Doni · Rating 2 out of 5]

This book would have worked better as a 2-page pamphlet. The authors have created a process that seems good, but feel they have to create jargon such as Question Focus to distinguish their techniques as unique. Repeatedly, the authors reported having spent many years perfecting the question-asking process. As such, I expected more trouble-shooting advice. For example, one of the rules is to allow any questions. However, I know that some of my students would ask questions that were completely unrelated to the prompt. The authors say nothing about how to address such a problem. The idea of having a prompt is to give the questions a focus and yet if a teacher reminds them of the focus, this may cut short the question-generating process if it is received as a criticism.

[Claudia · Rating 4 out of 5]

This one will stick with me, especially until I puzzle out how to use these ideas in my classroom. One change? Teach students how to ask their own questions. Since Socrates, teachers ask the questions, questions the answer to which only the teacher knows. Students answer the best they can. It's the natural order.

But what if we had them pose questions? I've already practiced a variation of this the last years I taught Shakespeare. I explained to my students when they attend a Shakespeare play in person, there is NO English teacher in the front row, popping up to stop the action so she can explain what they're really saying. The audience wrestles with the action and the words and we figure it out. So, I would play a tape of professional actors performing the play, scene by scene. No stopping until the end of the scene. Students were to write two things they KNOW happened, and three questions they have. At first they didn't 'know' anything and their questions were lame. But as they gained confidence, we didn't even have to begin our conversation listing what we knew happened. Their discussion was driven by their questions, which got better and better as we read.

This process is different. The teacher engineers a broad topic or a statement or a statistic. Plops it onto the kids and in groups has them write questions...no answering, just listing. They then categorize them as open-ended or closed, then they rewrite the questions to mess around. Then they choose the three most interesting, important...whatever...

The book concludes with a discussion of democracy in America, and how having an educated population who knew how to construct important questions could help us all.

I can see this working. The authors' examples were all from content areas of middle schools or high schools.

I'm trying to figure out how to use it in MY class...haven't come up with a plan yet, but I'm not letting go of this idea!

[Laura · Rating 2 out of 5]

At the end of the last year, all teachers in our building were given a copy of this book to read over the summer. Last week we were reminded that we had to be ready to discuss the book next week.

I put off my homework for as long as I could. I'm no fonder of homework or summer reading than my students. Finally, this weekend, I could put it off no longer.

I can see why the new principal chose it. It's formulaic and it promises instant results. I'm sure any walk-in could easily judge how well we're teaching based on the premise/formula found in the book.

On the other hand, all of the evidence of success in the book is anecdotal. Only one teacher with one class submitted any kind of statistics and those statistics were more along the lines of what the students thought than how student learning improved.

It was a quick and easy read filled with white space. I appreciate that in homework.

[Rob Baker · Rating 4 out of 5]

Interesting theories and clear, detailed explanations about how to systematically teach students to generate, evaluate, and prioritize their own questions and so help them to "learn more, take ownership of their learning, and demonstrate that they know more than they did before entering our classroom" (149).

The authors also wisely emphasize metacognitive learning that will help students to understand what they have done and why, and so be more likely to apply these techniques to new situations in the future.

As often with professional development books that appeal to teachers of all grades and subjects, I found myself wishing their were more specific examples about how the techniques could be used specifically in my grades and subject matter under various circumstances, but I guess I'll figure that part out as I go.

I am definitely going to try this out this coming school year and look forward to seeing how it works.

[Brian Kinsella · Rating 4 out of 5]

Some really great activities and ideas to help build that skill of questioning. I do wish some of their data points were a little more defined.

[Phyllis · Rating 5 out of 5]

Excellent book -- deceptively simple classroom practices that can make some radical changes in a classroom. Doesn't require expensive programs or high tech. The ideas can help students to develop critical thinking skills and take a sincere interest in the topics being studied. Love it.

[Karin Ledford · Rating 4 out of 5]

A very practical, structured, simple procedure for getting students to ask their own questions, work through difficulties, and move closer to "owning" their learning. I also think this is a good complement to the Guided Inquiry method of research.

[Alison Strandell · Rating 3 out of 5]

My biggest takeaway was that students should be generating their own questions for discussions and the research process (along with some step-by-step strategies for how to implement this). I will definitely keep this book as a resource for the future.

[Stuart Macalpine · Rating 3 out of 5]

The book makes a simple case that 'essential questions' should be generated by students, and has a remarkably similar position to Philosophy for Children. I think the protocols offered are surpassed by P4C. One interesting argument is that different questions will suit different kinds of inquiry, and getting students to choose which is best for their experiment/debate/project/science project/extended essay gives a new clarity and quality to the process for letting students choose which of their questions is most helpful.

[Katie Lalor · Rating 2 out of 5]

I had high expectations for this book, and unfortunately they were not met. The way the content was presented it was very dry, however some of the content was thought provoking and applicable for the classroom. I am glad that I read it with co-workers so we can discuss different ways to implement this into the 7th grade classroom. Providing more examples may give readers a better picture of how to use it in the classroom.

[Lauren Waters · Rating 2 out of 5]

I had a really difficult time getting through this resource, and I felt an educational article would have been sufficient versus an entire book. Although this was a slow read for me, there are a few strategies that I will be trying in my classroom like the question focus word or statement for idea/question generating.

[Christie Purdon · Rating 3 out of 5]

I appreciate a book that shares research, theory and practical application. The QFT is one that is worth exploring. I will be sharing this with a group of secondary teachers and hope to follow up after some apply it to their practice.

[Vui Lên · Rating 4 out of 5]

3.5

Có thể được xem là cuốn sách tốt nhất về kỹ năng đặt câu hỏi mà mình nghiên cứu trong mấy tháng qua. Tuy vậy thì giá 22 đô (ebook) cho một cuốn sách chưa tới 200 trang thì hơi mắc với phần lớn người muốn tiếp cận tới chủ đề này (ở Việt Nam).

Sách hướng dẫn từng bước để thuần thục các kỹ năng như là tạo ra câu hỏi chủ đề, chuyển đổi trạng thái câu hỏi, phân loại câu hỏi... Đa phần bối cảnh được áp dụng ở các trường cấp 2-3 bên Mỹ nên cũng hông hoàn toàn phù hợp lắm với đối tượng học trò mà mình hướng tới.

Mình sẽ tiếp tục đọc và nghiên cứu những cuốn sách khác cùng chủ đề, xem thử có cuốn nào rẻ rẻ hơn cho bà con tìm đọc không.

[Boyan · Rating 5 out of 5]

Even though this book seems mainly aimed at teachers in school, I do believe it is applicable in other aspect of life too. Knowing how to ask questions is an essential ability that everyone should learn.

[Kate · Rating 4 out of 5]

Great strategies that you can employ immediately, educator friends. Give this one a read.

[Jeff Mattison · Rating 4 out of 5]

Mind blowing stuff! Easy and free to do in the classroom with talkative results.

[Dennis Fischman · Rating 4 out of 5]

Many teachers start a discussion by asking a provocative question. The "one change" that this book would have you make is to give students a focus--a word, phrase, or short statement--and then get students to ask their own questions!

This is hard work for both students and teachers, but four Rules for Producing Questions will make it easier:

1. Ask as many questions as you can.
2. Do not stop to discuss, judge, or answer the questions.
3. Write down every question exactly as it is stated.
4. Change any statement into a question.

Only after students generate as many questions as they can do you ask them to evaluate them, improve them, and decide which are their highest priorities to answer.

Why go through this rigmarole? Because students will take interest in questions they produce and own. They will learn more and better. They will also learn the most valuable lesson: that they can find out answers for themselves, once they have decided on the right question.

As a former teacher, I wish I had read this book years ago. Now, as a consultant, I cannot wait for an opportunity to try this approach with clients!

[Kelly · Rating 4 out of 5]

Our staff book club read this book, and our conversation was engaging. The book's format is similar to a textbook, and although many examples/stories are shared, the writing is still awkward/stilted. The book contends that teaching students to ask questions is the mot important skill they can acquire. The authors suggest that teachers use their Question Formulation Technique that is a process students follow to generate their own questions, improve their questions, prioritize these questions, and determine how to use the questions. I agree wholeheartedly with this premise. I remember Elie Wiesel in his book Night stating that the question is more powerful than the answer. I believe we should require students to question more (and to use this technique). The book has great value, and learning how to question (and what questions to ask) is a skill that can be transferred to all areas of life and not just school. I gave the book 4 stars for its content, not its writing style.

[Leah Hanley · Rating 5 out of 5]

A fantastic resource for anyone in a teaching position, of any subject, for any student age group. Critical Thinking is a notoriously tricky skill to teach, but these authors convincingly suggest that asking questions is a cornerstone technique for building critical thinking skills. Each chapter reads like a journal article, and breaks down the simple, straight-forward steps of teaching students to ask questions. Authors include case studies so you can see how the steps might play out in an actual classroom. Furthermore, the authors draw a parallel between better question asking and better democracy. Wish I had read this book before teaching English Comp to college freshmen. Highly recommend this book to any teacher, coach, or tutor, and any student who can be self-taught.

[Daniella Araujo · Rating 2 out of 5]

The book departs from a justifiable and reasonable premise: teaching students how to ask their own questions boosts their reasoning skills and is a cheap way of enriching classwork. I feel however that the text was too repetitive and more focused on excessive detailing of their QFT technique. I feel that information has been stretched out to fit a a book. More scientific data and evidence based research would be a nice addition to give more credence to their technique and it would also have made the reading less repetitive.

[Maria Caplin · Rating 4 out of 5]

Quick read I was able to skim the parts that intrigued me. Took some big ideas away that support visual literacy. Allowing students time to write their questions and then teach them the difference between open and closed. Next step prioritize and then use student generated questions. Huge push for divergent, convergent and metacognition thinking. "I was doing heavy lifting for them when I was figuring out which questions" to get them thinking.

[Pat Miller · Rating 5 out of 5]

I am a school librarian and I do tons of professional reading and attend tons of professional development. If I had to pick just one book that helped me be a better teacher it would be this book. In my opinion there is too much emphasis on asking students questions and not enough emphasis on getting them to think of their own deep questions. I loved this book and refer to it often.

[Kimberly Wiggins · Rating 5 out of 5]

This would be paired with Make It Stick. The importance of teaching students to develop their own questions and co create a path of learning. This book is so powerful. I wouldn’t wait a second if you’re considering reading it - move it to the top of your list! Parents it’s really written for the classroom, but I can’t tell you how cool it would be to have kids do this at home too!

[Mary Lee · Rating 4 out of 5]

I'm going to call this a book I read even though I mostly skimmed it. I'm anxious to try this method of teaching students to ask questions. I'll start with science, but I think it will apply well to reading response.

[Jeanie Phillips · Rating 5 out of 5]

A must read for educators! Rothstein and colleagues argue that teachers should teach students how to ask questions and then outline a process to help them do it. Insightful, practical, and useful.

[Cappy · Rating 4 out of 5]

I’ma true believer and have been using QFT for three years now. I wouldn’t say I’ve had the earth-shattering effects the authors note, but they definitely have the right of it when they describe the inestimable value of teaching students to ask their own questions. Please, teachers, try this!

[Annie Ryan · Rating 4 out of 5]

I really liked this professional book. It gives you a clear process for teaching students how to ask their own questions, which in turn helps their engagement, their confidence, and their ownership in their learning. I will for sure try this QFT process with my students this fall!

[Toni Olivieri-barton · Rating 5 out of 5]

This is a book all educators should read to understand the true benefit of questioning.

[Kris · Rating 4 out of 5]

Very good outline of the Question Formulation Technique