Generating Questions to Spark Action


Spring is one of my favorite times of the year.  I love when trees and flowers start to show their colors brightening the days and moods of people abound. Spring is a time of rejuvenation.  It is also the perfect time to bring some element of novelty to the classroom and to teacher training sessions.

In searching for a way to bring novelty into a recent teacher team meeting, I modified the Color Question Brainstorming described in Groups at Work: Strategies and Structures for Professional Learning by Laura Lipton and Bruce Wellman. In my version of the activity, I started off by asking the team a thought-provoking question or them to reflect on by completing a think-write-pair-share activity.  The purpose is for the participants thinking about a topic in a way that reduces judgment and opens thinking. Rather than ending the conversation at this point, the team is divided into teams of 2-4 with each team given a color: Green, Red, or Blue.

In three locations in the meeting space, a poster is hung where participants will generate questions.

  • Green Questions: Imagination, Ingenuity, Possibility
  • Red Questions: Facts, Figures, Data
  • Blue Questions: Judgments, Opinions, Values, Needs

Using the initial question in addition to any other parameters needed to focus thinking, teams generate a list of questions based on the word headings of their assigned color. For example, if team members were assigned to discuss adopting a new novel to use at a specific grade level, the following questions might be developed:

  • Green:  What might happen if the team adopted several titles for literature circles instead of large volumes of a single novel title?
  • Red: What is the data that supports instruction for whole-class novels vs. literature circles?
  • Blue:  What is the best way to meet the needs of students to experience an additional novel title at _____ grade?

After a specified amount of time, team members move clockwise to a different color. They spend time reviewing questions created by other team members and mark what they feel are the most important, vital, or interesting questions. They then add to existing questions for clarification, or they add additional questions.

After a specified amount of time, they rotate to the third set of questions and complete the same actions as they did with the second set.

The final rotation involves participants returning to their original posters to review marked questions, comments, and added questions. Teams discuss and then return to their seats.

Once teams have had the opportunity to rotate and discuss, a large group discussion occurs highlighting topics/questions that stood out. The team uses this information as a way to help direct action items for future meetings and discussions.

This activity stretches thinking and opens up the possibilities that may have been hindered with a simple brainstorming procedure.