Catalytic Questioning in The Classroom

A few days ago I was reading the Psychology Today article, "Use Catalytic Questioning to Solve Significant Problems" when I was suddenly hit by a eureka-serendipity-like moment. I was not searching for any teaching strategies, but instead for enjoyment when I realized that the brainstorming strategy the article provided could be applied in the classroom. Although the article was written with the business world in mind, I could clearly see that this could be an innovative and groundbreaking strategy for students to use in the classroom. If you've ever experienced students having difficulty forming questions, brainstorming, being innovative, being original, creating new ideas, then this could be the strategy for you.

The article's author, Hal Gregersen, relates how he has used a "systematic approach" to brainstorming for the business world that has consistently proven to be reliable and to help team members create and innovate solutions to problems. As teachers, too often we are the ones with the questions and expect for students to have the right answers; however, after reading this article I have come to realize that it is not about the answers but instead about the questions our students have that really matters. If you think about it, any innovative solution or technology came about because the inventor had questions, not answers. The answers came through trial and error, experimentation, and researching, but the questions served as the catalysts for discovery. In the same manner, we can teach our students to brainstorm questions--not topics, statements, or answers--when trying to analyze or solve a problem.

So how can this strategy play out in the Language Arts or English classroom? I have thought of two ways this strategy can be implemented in the ELA classroom. You can use the catalytic questioning strategy to:

1. pose a research topic or problem; students can brainstorm questions related to the topic. 
2. analyze the main conflict or multiple conflicts in a story/novel; students can brainstorm questions related to the conflict in preparation for a literary essay or to uncover deeper truths independently. 

Here is an example of suggestion #2 using a conflict from the short story, "Marigolds" by Eugenia Collier.

Traditionally, when we want students to analyze a conflict or research topic, we are usually the ones posing the questions. It's time to return the responsibility to whom it belongs--our students--and have them pose the important questions that they can then answer. I can guarantee students will construct even better questions than we could ever come up with. This activity also lends itself really well to the Common Core Standards because it promotes collaboration, independence, research, and offers a high level of student engagement.

Once the brainstorming session is over, don't stop there. You can have students utilize their work to write a literary analysis, answer each question either verbally or in written form, or participate in a really engaging discussion. It is imperative that students something with the questions because they serve as catalysts for deeper understanding/learning.

In the same manner that Gregersen outlined steps for this strategy in the business world, here I will outline the steps for implementing this great strategy in the classroom:

• Step 1: Have groups of students use Post-It Big Pads, chart paper, mini whiteboards, or the classroom whiteboard (if performing this activity as a whole group) to brainstorm the research topic or conflict. 
• I would have my students stand up to brainstorm as the author suggests; research proves that people are more alert and productive when they are standing. Don't believe me? Read this article. 
• Step 2: Present students with a conflict/problem/research topic or have them discover the conflict/problem/research topic beforehand. Make sure the conflict/problem/research topic lends itself to investigation and discussion.
• Step 3: Have students engage in "pure question talk" in which one group member records all the questions on a web. This allows students to see each question, reflect, and then create even better ones. Discourage students from trying to answer the questions. The only rule is for students to ask as many questions as they can even if the questions seem trivial or unimportant.; sometimes these seemingly trivial questions can pave the way for more thought-provoking and catalytic questions. 
• So when do students stop recording questions? That's entirely up to the teacher. Perhaps for some activities, setting the minimum to 10, 20, 30 questions would be appropriate or asking students not to stop until there is barely any white space left on the paper.
• Step 4: Direct students to step back and decide which questions are the most "catalytic," or thought-provoking, or has the potential for uncovering deeper truths. Have students reduce their questions to 3-4 that really matter. 
• Step 5: Find answers to those questions! This can be in the form of a literary analysis planning sheet, regrouping with new members to answer the questions (sometimes regrouping can offer fresh insights and new and unheard of views), researching the questions to drive a research paper, etc. The sky is truly the limit; this step depends on what the ultimate goal or purpose of the brainstorming session is.

Well there you have it. I can't wait to implement this new strategy in my classroom this Fall. Stay tuned, because I will definitely be posting updates, materials, and student work samples once I put this strategy into practice. Let me know what you think of this strategy, how you would use it in your classroom or for your particular subject area or student needs. I would love to get even more ideas on implementing this strategy! Have a blessed day!