Question quadrants
Also known as: question sort
Question quadrants support students in eliciting and generating meaningful and purposeful questions that are literal and inferential. They:
- provides educators with a structure to guide question categorisation and question development
- support students to develop their questioning skills and encourage them to ask different types of questions
- are a type of thinking tool that was developed relatively recently by Phillip Cam (2006).
ICT templates
|
Google templates |
Ensure you are logged into your Google account before accessing these templates. |
|
Microsoft templates |
Ensure you are logged into your Microsoft account before accessing these templates. To edit Microsoft templates, go to: |
How to use with ICT
- Use Google Jamboard or Microsoft Whiteboard to collaboratively complete a question quadrant with a class in real-time.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Question sorts | Question sorts | Question sorts suppose classifying questions within a quadrant to guide inquiry and deepen understanding. |
| The question quadrant: A stimulus for a negotiated curriculum by Rosie Scholl | The question quadrant | Rosie Scholl theorises about curriculum, pedagogy and assessment, showing how the Question Quadrant can be used as the central integrating device for negotiating curriculum and assessment with students. |
| Creating questions by James Nottingham | Creating questions | James Nottingham, a primary teacher from NSW, shares how he uses the question quadrant within an inquiry circle. |
| The question quadrant – Idea into practice by Dave Secomb | The question quadrant – Idea into practice | Using the Question Quadrant as a way to develop students' inquiry skills, with an example using the text, ‘Me and You’, by Anthony Brown. |
| What is the question quadrant? By North Lakes School | What is the question quadrant? | James Nottingham from North Lakes School explains how the Question Quadrant can be used to support in-depth discussion. The site has PDF activity templates, displays and examples. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Students with disability
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.