English · Year 7

Active learning ideas

Understanding Research Questions

Active learning helps Year 7 students grasp the importance of research questions by making abstract concepts concrete. When students work collaboratively to refine or evaluate questions, they see firsthand how wording shapes the direction and depth of inquiry.

• ACARA Content Descriptions
• AC9E7LY03
• AC9E7LY07

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 20 min · Pairs

Pairs: Question Narrowing Relay

Partners receive a broad topic card. One writes a broad question; the other refines it to be more focused and answerable. They swap roles twice, then select their strongest question to share with the class.

Differentiate between broad and focused research questions.

Facilitation Tip

For the Question Narrowing Relay, provide a timer and a clear example of how to rephrase a yes/no question into an open-ended one before students begin.

What to look for

Provide students with three sample research questions about a familiar topic (e.g., Australian native animals). Ask them to label each question as 'Broad' or 'Focused' and briefly explain their reasoning for one choice.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Inquiry Circle
• 30 min · Small Groups

Small Groups: Effectiveness Sort

Provide cards with sample research questions. Groups sort them into 'effective' or 'ineffective' piles, justify choices using criteria like specificity and researchability, then create one improved version per pile.

Design a research question that is answerable and relevant to a given topic.

Facilitation Tip

During the Effectiveness Sort, circulate to ask guiding questions like 'Which question will lead to stronger evidence?', helping students articulate their reasoning.

What to look for

In pairs, students draft a research question for a given topic. They then swap questions and use a checklist (e.g., Is it focused? Is it answerable? Is it relevant?) to provide constructive feedback to their partner.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Inquiry Circle
• 40 min · Whole Class

Whole Class: Gallery Walk Critique

Students write one research question on a topic and post on walls. Class circulates, adding sticky notes with feedback on strengths and suggestions. Debrief as a group to identify common patterns.

Evaluate the effectiveness of a research question in guiding an investigation.

Facilitation Tip

In the Gallery Walk Critique, assign specific roles (e.g., recorder, presenter) so every student contributes to the evaluation process.

What to look for

Students are given a broad question like 'What is the internet?'. Ask them to rewrite it as two focused, answerable research questions that could guide a short investigation.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 04

• Inquiry Circle
• 25 min · Individual

Individual: Self-Evaluation Challenge

Each student crafts a research question for a personal interest within a unit theme. They score it against a rubric, revise once, and note changes in effectiveness.

Differentiate between broad and focused research questions.

Facilitation Tip

For the Self-Evaluation Challenge, have students use a rubric to self-assess their final question before submitting it.

What to look for

Provide students with three sample research questions about a familiar topic (e.g., Australian native animals). Ask them to label each question as 'Broad' or 'Focused' and briefly explain their reasoning for one choice.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teaching research questions works best when students experience the consequences of poor wording firsthand. Avoid starting with lectures—let students grapple with the limitations of broad or vague questions before offering structured guidance. Research suggests that peer feedback and repeated revision cycles strengthen students’ ability to refine their own questions.

Successful learning looks like students confidently distinguishing broad from focused questions and justifying their choices with clear reasoning. You will see students revising questions to make them answerable and relevant, showing they understand the purpose of research questions.

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Watch Out for These Misconceptions

• During Question Narrowing Relay, some students may assume yes/no questions are effective because they are simple.

  During Question Narrowing Relay, ask students to write both a yes/no and an open-ended version of their question, then compare which one would require evidence and lead to deeper investigation.

• During Effectiveness Sort, students may believe broader questions always provide better research material.

  During Effectiveness Sort, give groups identical broad and focused questions on the same topic and have them search for sources, noting how many results each yields and how usable the information is.

• During Gallery Walk Critique, students might think any question about the topic is valid if it sounds important.

  During Gallery Walk Critique, have students evaluate each question against a checklist (e.g., Is it answerable? Does it require evidence?) and leave specific feedback for the question’s author.

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Methods used in this brief

• Inquiry Circle