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Rothstein and Santana, 2011/Foreward to Chapter 4/LDavis


Rothstein and Santana Post/LDavis
The Question Formulation Technique
Question Focus
Produce, Improve, Prioritize
  • It has a clear focus
  • It is not a question
  • It promotes and stimulates new lines of thinking
  • It does not reveal teacher bias or preference



Rules for Producing Questions (5-7 minutes)
  • Ask as many questions as you can (gives permission to ask)
  • Do not stop to answer, discuss, or judge any question (safety & protection)
  • Write down every question exactly as it is stated (respect and voice)
  • Change any statement into a question (consistency in wording)
The types of thinking for question formulation.

  • Divergent Thinking: The ability to generate a wide range of ideas and think broadly and creatively.
  • Convergent Thinking: The ability to analyze and synthesize information and ideas while moving toward an answer or conclusion.
  • Metacognition: The ability to think about one’s own thinking and learning (Rothstein and Santana, 2011, p. 16).
Producing Questions

“The more you ask questions, the more thoughts come to your head and it helps expand your learning.”(Rothstein and Santana,  2011).


The goal to producing questions is to think and see the rules from different perspecitives and consider different opininions.

Although students may be familiar with brainstorming, they may not be proficient or comfortable with generating numerous quesions about a topic. It is important that instructions, rules, and roles are made clear.

Teacher Role
  • Presentation of rules for producing questions.
  • A question focus at the beginning.
  • Gentle reminders during the five to seven minute session or that a rule has been violated.
Student Role
  • Generation of questions
  • A recorder writes down the questions and numbers them.


Rothstein, D., Santana, L., & Puriefoy, W. D. (2011). Make just one change: Teach students to ask their own questions. Cambridge (Massachusetts), NJ: Harvard Education Press.

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