Lesson MINI

LESSON MINI

Mastering Research Questions

Grade:

9-12

Topic:

Research

Unit:

Research Fundamentals

Overview

In this lesson mini, students learn what makes a good research question. They define, identify, generate, and distinguish between open-ended and closed-ended questions. Students then practice composing and refining research questions on historical topics, ensuring the questions are clear, focused, complex, and interesting and that they meet criteria such as being engaging, relevant, researchable, and significant.

Ideas for Implementation

Social Studies

English

Humanities

Writing labs

Interdisciplinary collaboration

Key Vocabulary & Definitions

clarity (noun): the quality of being clear and easily understood

closed-ended question (noun): a question with limited, specific answer options, such as “yes” or “no,” or a choice from a predetermined list

complexity (noun): the state of having multiple interconnected parts or elements that are difficult to understand or analyze

criteria (noun): a set of standards or guidelines used to evaluate or make decisions about something, such as a research topic

fact (noun): information that can be proven true through evidence or observation

focus (noun): the main point or subject of attention, study, or emphasis

open-ended question (noun): a question that allows for a detailed or unrestricted response rather than a simple “yes” or “no” answer

research (noun): the systematic gathering and analysis of information about a subject to increase understanding or answer specific questions

Authentic Learning Extensions

Authentic learning opportunities for forming research questions involve real-world experiences and practical applications that help high school students understand research concepts meaningfully. Here are some examples:

Field Trips: Arrange trips to local libraries, research institutions, or universities, where students can interact with experts and observe real-world research.

Guest Speakers: Invite researchers, authors, or academics to share their experiences and discuss how they choose topics, focus research questions, and conduct research, offering practical insights and inspiration to high school students.

Library Exploration Sessions: Plan regular visits to the school library, media center, or local library, allowing students to explore books, magazines, and other resources related to their research topics. Librarians can assist students in finding materials and teach them how to use catalogs and databases effectively.

Real-World Connection: Guide students to ask questions about topics relevant to real-world issues or personal experiences (e.g., “Is climate change having an effect on my community? If so, what changes are happening, and what issues do they cause?”). Opting for research questions with real-life relevance enhances student engagement and motivation.

Choose Activity

LESSON MINI

Mastering Research Questions

Activity

1:

Open-Ended and Closed-Ended Questions

By the end of the activity, students will be able to define, identify, generate, and distinguish between open-ended and closed-ended research questions.

30-40

Minutes

Materials and Resources

Materials

Whiteboard and display

Resources

Implementation

Prepare for the Activity: Print, cut, and bundle the Question Cards needed for this activity, ensuring the order of the cards are mixed up. Then write the following questions on your whiteboard:

Do wild flamingos live longer than flamingos raised in human care?

How does human care affect the lifespan and well-being of flamingos?

Tell students that today they will practice generating and identifying two kinds of research questions: open-ended and closed-ended research questions.

Ask students to guess the definition of each kind of research question and to categorize the questions listed on the board according to their guesses.

Define open-ended and closed-ended questions:

closed-ended question (noun): a question with limited, specific answer options, such as “yes” or “no,” or a choice from a predetermined list

open-ended question (noun): a question that allows for a detailed or unrestricted response, rather than a simple “yes” or “no” answer

Confirm that the first question is closed-ended and the second question is open-ended.

Point out that both questions are compelling and useful but would likely require different research methods. Ask students how they would research each question and what kind of information they would find. Note that knowing which type of question they’re asking in a research project can help them choose the best method to investigate it.

Divide the class into groups of three or four students, and provide each group with a set of Question Cards.

Invite each group to sort the question cards into two categories: open-ended and closed-ended questions. Encourage discussion within the groups to ensure understanding.

After the sorting activity, facilitate a brief discussion with the whole class, asking each group to share examples of the questions they classified as open-ended or closed-ended. Discuss any questions that generated debate or confusion.

Have students flip over their question cards to the blank back sides for a Card Reversal Challenge. Explain that the task of each group is to switch the classification of each question, turning open-ended questions into related closed-ended ones, and vice versa.

Begin by modeling this switch for students using an example such as the following closed-ended → open-ended example:

Closed-ended question example: Does increasing the salt concentration of water decrease its freezing point?

Open-ended question example: How does salt concentration affect the properties of water?

After the activity, discuss students’ work with questions such as these:

How did you change [question]?

How did that change make the question [open/closed]-ended?

What words do closed-ended questions often include?

What words do open-ended questions often include?

How might the research process differ for open-ended vs. closed-ended questions?

Summarize the key takeaways about open-ended and closed-ended questions and how they relate to the research process. Encourage students to consider which type of question might be more appropriate for different research scenarios.

Differentiation and Variations

Question Classification Flowchart: Provide a visual aid that guides students through a series of yes/no decisions to determine whether a question is open-ended or closed-ended. This provides a structured approach for students to analyze questions, reinforcing their understanding of the characteristics that define each question type.

Question Transformation Challenge: Invite each group to generate five closed-ended and five open-ended questions and write each question on a slip of paper. Have them trade their questions with another group. Then invite them to do the sorting and transformation activities described in the activity plan. Conclude by having groups check each other’s work and explain their reasoning.

Visual Representation: For visual learners, provide a graphic organizer that compares and contrasts open-ended and closed-ended questions, including examples and key characteristics. Visual aids help students organize and internalize the information by presenting it in a clear, structured format, making it easier to identify patterns and relationships between the two types of questions.

Question Spectrum Sorting: Invite students to generate research questions. Then work as a class to classify the questions along a spectrum from “Completely Closed” to “Completely Open.” Invite students to discuss their reasoning and explore how subtle changes in wording can shift a question’s position. For example, “What caused the American Revolution?” is slightly more open-ended than “What events led to the onset of the American Revolution?” because it leaves room for causes that were not specific events, such as the overextended British military and the geographic distance between England and the colonies. If there’s time, encourage students to modify the questions to move them along the spectrum, deepening their understanding of question types and their use in research.

Collaborative Teaching

Team Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Team Teaching strategy. In this model, both teachers deliver instruction together, often alternating or integrating their teaching styles seamlessly, sometimes referred to as “tag team teaching.” This collaborative approach provides students with multiple perspectives and teaching styles, enriching their learning experience. By modeling effective teamwork and communication, this approach demonstrates how different viewpoints can enhance understanding and create a dynamic and interactive classroom environment. Evidence indicates that team teaching can enhance student engagement and provide a richer, more diverse educational experience.

Introduction and Prior Knowledge Activation: Teacher A introduces the activity objective and writes the example questions on the board. Teacher B leads the discussion on students’ prior knowledge of open-ended and closed-ended questions.

Defining Questions: Teacher A introduces open-ended and closed-ended questions, encouraging active engagement and addressing questions or clarifications, while Teacher B circulates to assist.

Sorting Activity: Teacher A divides the class into small groups, assigning each group a set of Question Cards, while Teacher B ensures all groups are organized and understand the task. Teacher A instructs groups to sort the question cards into open-ended and closed-ended categories. Teachers A and B circulate among groups, providing assistance and clarification as needed.

Discussion: Teacher A facilitates a whole-class discussion, inviting participation, while Teacher B records key points and insights on the board.

Card Reversal Challenge: Teacher A explains the Card Reversal Challenge game, while Teacher B models the switch with students and assists groups during the challenge.

Reflection and Summation: Teacher A reconvenes the class for a final discussion, asking each group to share examples of questions they flipped. Teacher B leads the discussion on the implications of question types for research methods. Both teachers collaborate to emphasize the importance of understanding the differences between open-ended and closed-ended questions, summarizing key points of the activity.

Mastering Research Questions

Activity

2:

Generating and Refining Research Questions

By the end of the activity, students will be able to compose research questions on historical topics and refine them for clarity, focus, complexity, and interest.

30-40

Minutes

Materials and Resources

Materials

Timer

Whiteboard and display

Writing utensils

Resources

Implementation

Prepare for the Activity: Write two to three thoughtful research questions about significant historical events in the 20th century on your whiteboard, and be prepared to discuss how each one is clear, focused, complex, and interesting. For example:

To what extent did the U.S. government’s propaganda campaign during World War II influence American public opinion?

How did the Great Depression affect gender and family dynamics in the United States?

Tell students that by the end of this activity they will be able to compose and refine effective questions for their research projects. Emphasize that good questions will help them maintain focus and locate relevant information, and streamline the research process.

Tell students that good research questions typically meet the following criteria:

Engaging: the answer would be interesting to learn

Relevant: directly related to the topic of interest

Researchable: can be effectively researched with the available time and resources

Significant: yields meaningful insights or contributes to a deeper understanding of the topic

Direct students’ attention to the questions on the board, and tell them that these are examples of good research questions. Read or invite a volunteer to read the questions aloud. Lead a discussion about each question:

Do you find this question interesting? Why or why not?

How could this question contribute to a larger conversation about [propaganda/gender/etc.]?

Give each student a Research Questions handout. Tell students that they’ll practice creating good research questions about a topic that interests them.

Display a list of topics in American history, and ask each student to select and write one topic that interests them on their handouts. Example topics include the following:

Geography and landforms of the United States

Famous historical figures and leaders

The American Revolution

The labor rights movement

The Great Depression

The civil rights movement

Immigration and migration patterns

Environmental conservation and sustainability

Cultural diversity

Invite students to spend five to 10 minutes orienting themselves to their topics by browsing relevant articles in the Britannica School database or other provided resources. Encourage students to take notes directly in the K section of the K-W-L chart in the handout.

After five to 10 minutes, invite students to write anything else they already know about their topics in the K section and what they want to know in the W section. Tell students to leave the L section empty for now.

Invite students to write a research question related to their chosen topics under their K-W-L charts. Encourage them to reference the W section of their K-W-L chart and the criteria listed on the handout for guidance.

Explain that students will refine their questions to make them more precise and researchable. Direct students’ attention to the Evaluate and Refine section of their handouts, and read the information next to the checkboxes aloud. Think aloud as you model using the checkboxes to refine a vague question.

Original Question: “What were the effects of World War II?”

Refined Question: “How did World War II affect U.S. economic policy from 1945 to 1955?”

Clarity: specifies what kinds of effects

Focus: narrows scope to 1945–1955

Complexity: analyzes the evolution of economic policy

Interest: explores long-term effects of World War II, the economy, politics

Provide one or two additional examples of refining questions, using different topics to illustrate the process further as needed.

Separate students into pairs to refine their questions. Visit with pairs as they work, offering support and ideas as needed.

After a few minutes, invite volunteers to share the final versions of their research questions with the class. Provide constructive feedback and encourage peers to offer additional suggestions.

Lead a discussion on students’ experiences refining their research questions:

What do you find interesting about your question?

What changes did you make to your question, and why?

How do you think your question has improved?

How could you research this question?

Summarize key takeaways about creating strong research questions. Encourage students to research their question and fill out the L section of their chart as homework or as part of an extended project.

Differentiation and Variations

Stems or Question Starters: To support both advanced learners and students who may struggle with formulating their own questions, provide a range of sentence stems or question starters. These scaffolds help students understand the structure of effective research questions and offer a starting point for their own inquiries. Create a visual aid or handout with these stems for easy reference during the activity. Include a variety of stems to accommodate different skill levels. By offering these scaffolds, you can ensure that all students have the tools they need to generate meaningful research questions.

Basic stems:

How does ___ affect ___?

What are the causes of ___?

What are the effects of ___ on ___?

Advanced stems:

To what extent did ___ influence ___?

How did ___ evolve in response to ___?

Deepening Question Refinement: Incorporate a structured peer-review process within groups, requiring detailed feedback on the clarity, focus, and research potential of each question before final refinement. This process can include using a rubric to evaluate peers’ questions, providing written comments, and collaboratively rephrasing questions to address weaknesses. This benefits students by enhancing their critical thinking and collaborative skills while ensuring a deeper understanding of effective research-question formulation through constructive peer feedback.

Enhancing Question Formulation and Source Credibility: Introduce a step where students must evaluate the potential sources they would use to answer their refined research questions. After groups refine their questions, ask each group to identify and list potential sources of information, assessing their credibility, interest, and potential bias. This could involve the following:

Discussing how to identify credible sources

Evaluating the reliability and validity of different types of sources (e.g., peer-reviewed articles vs. blog posts)

Considering the perspectives and potential biases of the sources

Collaborative Teaching

Parallel Teaching: For collaborative teaching and learning environments, this learning activity is well suited to a Parallel Teaching strategy. In this model, the class is divided into two groups, and each teacher delivers the same activity simultaneously to their group. This reduces the student-teacher ratio, allowing for more interaction and individualized attention. With smaller groups, students are more likely to participate actively and receive immediate feedback, which fosters a deeper understanding of the content and promotes a more engaging learning experience. Evidence suggests that small-group instruction leads to increased student engagement and improved academic outcomes.

Introduction and Explanation of Activity: Both teachers introduce the activity to separate halves of the class simultaneously. They each explain the importance of research questions, provide an overview of the criteria, and review the sample questions. Both teachers engage their groups, answer initial questions, and clarify any confusion. Consider using a shared digital presentation to ensure consistency in the information presented to both groups.

Topic Selection, K-W-L Chart, and Question Writing: Each teacher guides their half of the class to fill out the topic selection, K-W-L, and question-writing portions of the handout. Both observe student interactions, offer support, and address individual needs within their groups. Teachers are encouraged to use different examples or approaches tailored to their groups’ interests or needs.

Pair Work and Question Refinement: Both teachers separate their groups into pairs or groups of three. They guide these small groups to share questions, collaborate, and refine based on clarity, specificity, and research potential. Each teacher monitors small-group dynamics, assists struggling students, and ensures active participation. Consider implementing a brief switch halfway through, in which a few pairs or groups of three join the other larger group to share ideas across the larger class.

Class Sharing and Feedback: Both teachers invite volunteers to share their refined questions, encourage peer feedback, and ask probing questions to deepen understanding. They facilitate critical thinking and constructive discussion within their groups. Use a shared digital platform or whiteboard to compile and display refined questions from both groups, allowing for cross-group learning.

Discussion and Conclusion: Both teachers lead a discussion with their groups about students’ experiences generating and refining a research question. They provide closure by reiterating learning objectives and highlighting student achievements. Bring both groups together for a final whole-class reflection, in which each group shares key insights or particularly strong questions developed during the activity.

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