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Formulating Questions

The document provides guidance for teachers on how to help students formulate effective questions about global issues, emphasizing clarity, open-endedness, balance, and focus. It includes activities for students to practice rewriting poorly constructed questions, creating their own questions across different themes, peer reviewing, and reflecting on their questioning skills. The aim is to enhance students' research, analysis, collaboration, and reflection abilities in the context of Global Perspectives.

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Peter Greener
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12 views2 pages

Formulating Questions

The document provides guidance for teachers on how to help students formulate effective questions about global issues, emphasizing clarity, open-endedness, balance, and focus. It includes activities for students to practice rewriting poorly constructed questions, creating their own questions across different themes, peer reviewing, and reflecting on their questioning skills. The aim is to enhance students' research, analysis, collaboration, and reflection abilities in the context of Global Perspectives.

Uploaded by

Peter Greener
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Issues, Perspectives, and Formulating Questions

Teacher Notes: Asking Good Questions about Issues


When students work with issues, they must learn how to ask effective questions. These questions should
be:
1. Clear – easy to understand, without vague terms.
o Weak: “Is climate change bad?”
o Strong: “What impact is climate change having on small island states in the Pacific?”
2. Open-ended – invite explanation, not just a yes/no answer.
o Weak: “Do people like online learning?”
o Strong: “How effective is online learning in improving access to education in rural areas?”
3. Balanced – allow different perspectives and viewpoints.
o Weak: “Why is renewable energy better than fossil fuels?”
o Strong: “What are the advantages and disadvantages of shifting from fossil fuels to
renewable energy in developing countries?”
4. Focused – not too broad or too narrow.
o Weak: “What is poverty?” (too broad)
o Weak: “What is the poverty rate in my village in 2023?” (too narrow for global links)
o Strong: “How do national policies affect poverty levels in urban and rural communities?”
💡 Tip for teachers: Encourage students to test their question by asking:
 Can this be researched using different sources?
 Can different perspectives be explored?
 Does it link to a global theme?

Activities: Developing Questioning Skills


Activity 1 – Fix the Question (Starter)
Here are some poorly written questions about issues. Rewrite them into stronger Global Perspectives
questions.
1. Is deforestation a problem?
2. Why is online learning good?
3. Should people eat less meat?
4. Is plastic waste bad for the sea?
👉 Rewrite each one to be clearer, open-ended, balanced, and focused.

Activity 2 – Create Your Own Questions


Choose one theme:
 Sustainable Living
 Conflict and Peace
 Culture and Identity
1. Write one global question about this theme.
2. Write one national question (for your country).
3. Write one local or personal question.
💡 Worked Example (Theme: Sustainable Living)
 Global: “How successful have international agreements been in reducing plastic pollution?”
 National (Indonesia): “What are the challenges Indonesia faces in reducing single-use plastic?”
 Local: “How is my town managing plastic waste?”

Activity 3 – Peer Review (Collaboration)


Swap your questions with a partner.
 Partner checks: Are the questions clear? open-ended? balanced? focused?
 Suggest at least one improvement for each question.
Activity 4 – Reflection (Individual)
Write a short journal entry:
 Which type of question (global, national, local, personal) was easiest for you to write? Why?
 Which was hardest?
 How can asking better questions improve your research and analysis skills in Global Perspectives?

Skills focus in this section:


 Research (developing researchable questions)
 Analysis (framing questions that explore issues deeply)
 Collaboration (peer reviewing questions)
 Reflection (thinking about your own learning process)

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