This event is not open to the public.
What if students began their college education by knowing how to ask good questions? What if doctoral students began their studies knowing how to formulate important research questions? How would that change both teaching and learning in higher education? And, if students are not yet able to ask good questions, how can we prepare them to better utilize a foundational skill essential for learning, research and discovery? This session will dive deeply into the “art” of using the Question Formulation Technique (QFT), a deceptively simple learning protocol that emerged organically from years of work with community-based non-formal educational programs in communities around the country. The initial development of the protocol led eventually to NIH and NSF-funded studies that demonstrated its effectiveness across many fields. In the past 7 years, it has been rapidly and successfully adapted by educators in more than a million classrooms around the world who are using it to promote critical thinking, research and problem-solving skills. The session will include both the opportunity for participants to create their own classroom application for immediate use and a discussion about an emerging theory of learning grounded in question formulation.
Dan Rothstein, Ed.D., is co-author, with Luz Santana, of Make Just One Change: Teach Students to Ask Their Own Questions (Harvard Education Press: 2011) which first introduced the Question Formulation Technique and led to its enthusiastic adoption by over 300,000 teachers in the U.S., Canada, and around the world. Dan’s work focuses on honoring and supporting the work of educators to help students learn to ask better questions and take more ownership of their own learning. His active learning keynotes and seminars have engaged many audiences, including statewide rural education organizations, large urban districts, the Library of Congress, Harvard Medical School, and others. His work has appeared in a wide range of publications and has been featured on National Public Radio. He is currently a Co-P.I. on an NSF EAGER grant to improve doctoral students’ question-asking abilities.