- Identify the topic or text that you want students to focus on. You can choose something that you are about to introduce, or something that students have already been reading/studying.
- Prepare several large T-charts with the columns labeled “Clarifying Questions” and “HOT Questions.”
- Gather enough sticky notes so that each student can have a pad of them
Teacher tells students that for this activity, they will be sorting questions into two categories: clarifying and higher order thinking (HOT). Teacher leads brief discussion about the value of questioning, in general. Then, teacher reviews the differenc
If this is a new activity for students, you should expect to spend at least 1-2 mini-lessons teaching students the difference between the question types. After this initial teaching, students should be fine with a brief review/modeling before completing the activity.
Teacher models generating questions about a text or topic, and sorting questions on a T-chart based on whether they are clarifying or HOT.
Teacher introduces text or topic. Students prepare to work alone or in pairs. Teacher distributes sticky notes to students.
Students brainstorm questions about the text or topic. They write each question on a different sticky note.
Teacher collects back all the sticky notes and mixes them up. Students get into small groups. Each group is assigned a chart paper T-chart. Teacher divides the sticky notes randomly and equally among the groups. Students read through each question, and
Each group presents their chart to the whole class, sharing some of the questions and explaining their decision-making process in sorting them.
Students reflect on their learning alone or individually, orally or in writing.
Students should respond to questions including:
- How does asking questions affect your attention? How does it affect your interest?
- When are clarifying questions most useful? When are HOT questions most useful?
- How did this activity affect your understanding of the text/topic?