activating student voice – accelerating improvement
Non-googleable questions
How do we explore the construction of knowledge? Is all knowledge open
to question? Does knowledge differ depending on the lens through which
one views it?
A non-googleable question is one that cannot be easily answered through a
single click in an internet search engine. A non-googleable question creates
intellectual challenge and requires interpretation and inquiry.
Why use non-googleable questions?
Non-googleable questions help learners understand that knowledge is constructed –
open to question, serving particular purposes and shaped by culture and experience.
(TfEL – 3.3 Explore the construction of knowledge)
Non-googleable questions:
• stimulate curiosity, different ways of thinking and problem-solving
• encourage students to critically analyse information
• can be guiding questions for integrating learning areas.
TfEL elements made visible through non-googleable questions
Domain 2
Create safe conditions
for rigorous learning
2.1 develop democratic
relationships
2.2 build a community
of learners
2.3 negotiate learning
2.4 challenge students to
achieve high standards
with appropriate support
Domain 3
Develop expert learners
3.1 teach students how to learn
3.2 foster deep understanding
and skilful action
3.3 explore the construction
of knowledge
3.4 promote dialogue as
a means of learning
Domain 4
Personalise and
connect learning
4.1 build on learners’
understandings
4.2 connect learning to
students’ lives and
aspirations
4.3 apply and assess learning
in authentic contexts
4.4 communicate learning
in multiple modes
It made me realise how I think when I’m solving a problem. There is no one way to
answer the question. I had to think and investigate more rather than answering from
the top of my head. Year 7 student, TfEL PILOT host school
This type of teaching and learning is creative and pushes students to higher thinking.
Those who usually try to avoid thinking and problem-solving are more inclined to engage.
It was difficult at first, as I wanted to jump in and give solutions to rescue them.
Year 9 teacher, Mathematics, TfEL PILOT host school
TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
2
Non-googleable questions
Teacher guide: Non-googleable questions
n Develop understanding
1
2
3
n Into practice
n Reflection
n Where to next?
Process
Resource tools – a way in
Food for thought
Develop your own
understanding of ‘nongoogleable questions’.
1 | Non-googleable questions
Infographic
• There may be an argument that
all questions are ‘googleable’.
What’s a counter argument for this?
Work with colleagues to
brainstorm non-googleable
questions in a learning area
and keep these for sharing
later with students.
2 | Non-googleable questions
learning area examples
Introduce and explore the
concept of non-googleable
questions with students.
Have them generate questions
and sort into googleable and
non-googleable.
3 | Non-googleable questions
introduction ideas
• How do you model your own
curiosity as a learner?
Website references with
thought provokers and steps
to take with students
• For group and class discussion:
How do you ensure a climate of
non-judgement, so students can
take risks, knowing that every
question is valid?
4 | Nudging questions
• Can students start with googleable
questions and develop further to
make them non-googleable and
promote deeper thinking?
Create your own list of what
a non-googleable question
is and is not
A starting point for conversation
with colleagues
Invite students to create ‘fun’
non-googleable questions –
individually and in pairs.
4
Share your own learning area
non-googleable questions.
Have students pair up and
choose one to analyse.
Challenge them to develop their
own non-googleable question
in another learning area.
Prompts to challenge and
support students’ thinking
for designing non-googleable
questions in learning areas
and new lines of inquiry
REFLECTION
• Compare your questions:
What is it about some questions
that encourage deeper thinking?
• When might a non-googleable
question not be useful?
• Prompts for students’ reflection:
How did I feel? How/when did my
thinking change? What was the
most challenging thing for me?
Why might this be?
Have students reflect on their
learning as a result of exploring
non-googleable questions.
Where to next?
Structure a process for discussion (eg TfEL Framework guide, tan panels: Carousel Brainstorm p34,
or Concentric Circles p59). Invite students to generate new ideas for using non-googleable questions:
• How could such questions help when undertaking research?
• How could they be used to increase challenge in achieving learning goals?
• Could non-googleable questions be used across all learning areas? Why and when might they be most useful?
• Could students design an initiative where they use non-googleable questions to influence beyond
the classroom?
TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
3
Non-googleable questions
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4 | Nudging questions
Prompts to challenge and support students’ thinking
for designing non-googleable questions in learning
areas and new lines of inquiry
Reference: Teaching for Effective Learning Bringing it to Life
(BiTL) Tool: http://www.acleadersresource.sa.edu.au/index.
php?page=bringing_it_to_life
TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
RESOURCE 1
Non-googleable questions
????
?
A non-googleable question
IS one that:
A non-googleable question
is NOT answered:
• requires interpretation and judgement
• using ‘copy and paste’
• challenges your thinking
•easily
• can’t be easily answered on an
internet search engine
•
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of information
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TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
RESOURCE 2
Non-googleable questions
learning area examples
These examples of non-googleable questions for specific
learning areas can provide a starting point for conversation
with colleagues in developing your own non-googleable
questions to explore with students.
Learning area
Non-googleable question examples
English
Why do horror movies make us scared?
What events in the past have made [student’s/character’s
name] the way she is now? How does this make her different?
Mathematics
How high is a pile of a million dollars? How big a suitcase
would I need to carry it?
What value should be placed on specific methods of statistical
analysis when looking at local house prices?
Technologies
Is it possible to make yourself non-googleable?
How would you modify your current project to improve it?
Science
When will Adelaide have its next earthquake?
What is the ideal, most effectively designed flower?
The Arts
How many different styles of theatre have different impacts
on an audience?
How has digital image retouching and manipulation influenced
the way you perceive your own self-image?
Languages
Why do you think animals in Japan are usually small?
What are the similarities and differences in methodologies to
teach languages? How do these impact on your learning?
Humanities &
Social Sciences
What do you think the Allies could have done with Germany
at the end of World War 1?
What might the earth look like without landforms?
Health & Physical
Education
Is there a need for genetically modified organisms in the world?
How healthy am I?
TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
RESOURCE 3
Non-googleable questions
introduction ideas
WAYS TO INTRODUCE THE CONCEPT TO STUDENTS
Share a thought provoker for discussion.
Potential resources for discussion starters:
VSauce
Mind blowing facts and
the best of the internet
www.youtube.com/user/
Vsauce/featured
Thought Cafe
A motion graphic studio,
promoting critical awareness
through animated shorts
www.youtube.com/user/
ThoughtBubbler
Dan Meyer
101 Questions
What’s the first question
that comes to your mind?
www.101qs.com
TED Talks
Ideas worth spreading
www.ted.com
Encourage students to write questions about what
they have just seen and capture these on post-it notes.
Class discussion: What is a non-googleable question?
Students discuss and identify the key characteristics.
Students display and categorise their questions under
two headings ‘googleable’ and ‘non-googleable’.
Encourage students to think of more non-googleable
questions to add to the list.
TfEL PILOT: Student voice learning tool | Non-googleable questions
DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT
OFFICE FOR EDUCATION AND EARLY CHILDHOOD
RESOURCE 4
Nudging questions
These prompts can challenge and support students’ thinking for
designing non-googleable questions in learning areas and new
lines of inquiry.
•What do you already know about
the topic?
•Do other people think that too?
•What questions do you have about
this topic?
•What if … (change something);
is it still …?
•Why would people want to know
about this topic?
•What would different types of people
say about this topic?
•What language do you need to use?
•What vocabulary would you need
to use to discuss this?
•Are there any new terms or vocabulary
you need to understand?
•What are the main ideas you could
talk about?
•What information and sources are
available about this?
•How could you record that
mathematically?
•What is the connection between …?
•What is happening?
•What equipment/materials/resources
do you need?
•What is interesting and/or unexpected?
•What do you notice about this data/
information?
•What questions could you ask?
•Is your question investigable?
•What might happen if …?
•What should you consider in planning?
•What could you try?
•How will you record your results/
information?
•Who might be interested in this?
•Can you remember …?
•What does this make you wonder?
•Does that seem right to you?
•What surprises you?
•What is the symbol for …?
•What confuses you?
•What mathematical words would you
choose to describe …?
•What else do you want to know?
•What processes could you try?
•How might you check your answer?
•What else do you need to know?
•What is a better question you
could ask?
Reference: Teaching for Effective Learning Bringing it to Life (BiTL) Tool, http://www.acleadersresource.sa.edu.au/index.php?page=bringing_it_to_life
TfEL PILOT: Student voice learning tool | Non-googleable questions