UNIT PLANNING

CREATING INQUIRY
QUESTIONS
WHAT ARE THEY?
HOW DO WE CREATE THEM?
 INQUIRY QUESTIONS
Give shape and scope to the unit
Drive and scaffold the MYP learning objectives of the unit
Drawn from, inspired by and unpack the Statement of inquiry
Deepen understanding and satisfy curiosity
Should be a dynamic part of the unit planner allowing for
additional questions to be developed by both teacher and
students
 THREE TYPES
No real hierarchy of importance, although conceptual questions
usually require higher order thinking skills and debatable higher still.
It is most important to have a balance in order to guide student
inquiry and learning.

FACTUAL CONCEPTUAL DEBATABLE

Single answer Multiple answers, all Adds value judgement,
possible requires justification
What is an atom? How has our understanding Who should decide how we use
of the atom changed the our knowledge of atomic energy?
world?
 FACTUAL QUESTIONS

Allow students to explore

terminology and other factual
aspects of the units concepts
or context - Easy to google
the answer - Might begin with:
Who
What...
When...
Where...
 CONCEPTUAL QUESTIONS
Open ended and allows for
exploration of ideas in the
statement of inquiry and within
the units learning could still
possibly be Googled but
require more explanation. Might
begin with:
How
Why
 DEBATABLE QUESTIONS

Asks students to form an

opinion related to the
statement of inquiry and supply
justification might begin with:
Do
Is...
Could...
Should...
To what extent...
 MUST HAVE AT LEAST THREE
FACTUAL CONCEPTUAL DEBATABLE
Knowledge/fact based Enable exploration of big Enable the use of facts and
Content driven ideas that connect facts concepts to debate a
and topics position
Skills related
Highlight opportunities Promote discussion
Supported by evidence
compare and contrast
Explore ideas from multiple
Can be used to explore
Explore contradictions perspectives
terminology in the
statement of inquiry Lead to deeper Can be contested
disciplinary and
Frequently topical Have tension
interdisciplinary
Encourage recall and understanding May be deliberately
comprehension provocative
Promote transfer to
familiar and unfamiliar Encourage synthesis or
situation, contexts evaluation
Encourage analysis and
application