Lessons
Mini-lessons for each Question Learns idea
Each lesson introduces one Question Learns idea through clear language, an inquiry hook, and six teaching steps. Teach one at a time and revisit them across the year.
Introduction · Lesson 1
What is a Question?
Big Idea
Questions are tools that help us learn, connect, pause, think, and ask for what we need.
Inquiry Hook
Show students a mystery object, picture, book cover, or classroom item.
“What happens in our brain when we see something and want to know more?”
Learning Goal
Students will understand that different questions help us in different classroom moments.
Teaching Steps
- 1
Name it
“Today we are learning that questions have different jobs. Some questions help us wonder. Some help us pause. Some help us know when a question is for later. Some help us respect privacy. Some help us ask for help quietly.”
- 2
Watch me do it
“I see this picture and my brain has many questions. But not all questions do the same job. I can ask, ‘What do I wonder?’ I can also ask, ‘Is this question for now or later?’ Watch how I think about the kind of question I need.”
- 3
We do it together
Sort a few question cards as a class.
- Wonder Questions
- Not-You Questions
- Space Questions
- Stop Questions
- Whisper Questions
- 4
You try it with support
Students choose one question card and finish the sentence: “This question helps me when…”
- 5
You use it on your own
During the day, students notice one moment when a question helped them learn, pause, or ask for help.
- 6
We revisit it
At the end of the day, ask: “Which kind of question did we use today?”
Lesson 2
Wonder Questions
Big Idea
One question can help the whole class think.
Inquiry Hook
Show a picture, short video clip, artifact, book page, or science object.
“What question could help us learn more?”
Learning Goal
Students will learn how to use Wonder Questions to grow curiosity, thinking, and shared learning.
Teaching Steps
- 1
Name it
“Today we are learning about Wonder Questions. Wonder Questions help learning grow. They help us think, understand, and learn together.”
- 2
Watch me do it
“During a read-aloud, I might ask, ‘Why did the character do that?’ That question helps me think about the story, but it can also help my friends think too.”
- 3
We do it together
Look at a picture, object, or story moment. Ask together:
- “What do we notice?”
- “What do we wonder?”
- “Which question would help us learn more?”
Practise again and as many times as needed.
- 4
You try it with support
Students use one stem to create a Wonder Question with a partner or group.
- 5
You use it on your own
During a real lesson, students ask or choose one Wonder Question that could help the class think.
- 6
We revisit it
Return to the question later and ask: “How did this Wonder Question help our learning grow?”
Lesson 3
Not-You Questions
Big Idea
Some questions belong to someone else.
Inquiry Hook
Act out a tiny classroom scene. For example, the teacher quietly talks to one student, or a student receives a note.
“What do we notice? What might we wonder? Are all wonders ours to ask?”
Learning Goal
Students will learn that some questions are private, personal, or not about us.
Teaching Steps
- 1
Name it
“Today we are learning about Not-You Questions. These are questions about something that may belong to someone else. Some things are private. Some things are personal. Some things are not ours to ask.”
- 2
Watch me do it
“If I see my teacher talking quietly with a classmate, my brain may wonder, ‘What are they talking about?’ But before I ask, I can think, ‘Is this about me?’ If it is not about me, I can let it be.”
- 3
We do it together
Read or act out simple situations. Decide together:
- “Is this about me?”
- “Is this private?”
- “Can I let it be?”
Practise again and as many times as needed.
- 4
You try it with support
Students practise saying: “If it’s not about me, I can let it be.”
- 5
You use it on your own
During the day, students notice moments when they can pause instead of asking about someone else’s private moment.
- 6
We revisit it
Ask: “How did we show respect today by letting something be?”
Lesson 4
Space Questions
Big Idea
Some questions are good questions, but they need a better time or place.
Inquiry Hook
During a lesson, ask a funny off-topic question.
During math, ask: “What is your favourite pizza topping?”
Then ask: “Was that a bad question, or did it just float away from the moment?”
Learning Goal
Students will learn that some questions do not match the learning moment and can be saved for later.
Teaching Steps
- 1
Name it
“Today we are learning about Space Questions. A Space Question is not a bad question. It may be interesting, funny, or important, but it does not match what we are learning right now.”
- 2
Watch me do it
“If we are counting blocks in math and I want to ask about my cat, that question may be fun, but it does not match math time. I can save it for later.”
- 3
We do it together
Read question examples and sort them into:
- “For Now”
- “For Later”
Ask together: “Does this question match the moment?” “Where could this question go?” Practise again and as many times as needed.
- 4
You try it with support
Students choose one question and decide if it is for now or later.
- 5
You use it on your own
During a lesson, students practise noticing if their question matches the learning moment before asking.
- 6
We revisit it
At the end of the lesson, ask: “Did we have any Space Questions today? Where could we save them?”
Lesson 5
Stop Questions
Big Idea
Before I ask, I can stop, think, look, and try.
Inquiry Hook
Give students a simple task with directions, a page number, or an example clearly visible.
“What clues are already here to help us?”
Learning Goal
Students will learn how to use classroom clues before asking for help.
Teaching Steps
- 1
Name it
“Today we are learning about Stop Questions. Stop Questions help us pause before asking. They do not mean we cannot ask for help. They help us try first.”
- 2
Watch me do it
“If I do not know what page we are on, I can stop and look at the board. If the page number is there, I found my clue. If I still do not understand, then I can ask.”
- 3
We do it together
Use a classroom task and guide students through:
- Stop.
- Think.
- Look.
- Try.
- Ask if needed.
Practise again and as many times as needed.
- 4
You try it with support
Students practise finding one clue before asking the teacher.
- 5
You use it on your own
During independent work, students use the Stop Question steps before raising their hand.
- 6
We revisit it
Ask: “What clue helped you today?” “What did you try before asking?”
Lesson 6
Whisper Questions
Big Idea
Asking for help can be brave, even when we ask quietly.
Inquiry Hook
Ask students to think silently:
“Have you ever needed help but felt nervous to ask?”
Students can show a thumb close to their heart, draw, point to a feeling card, or keep the answer private.
Learning Goal
Students will learn how to ask for help privately when they feel confused, shy, stuck, or not ready to ask in front of the group.
Teaching Steps
- 1
Name it
“Today we are learning about Whisper Questions. Whisper Questions are questions we ask quietly when help feels hard to ask. They help us tell the teacher, ‘I still need support.’”
- 2
Watch me do it
“If I am stuck in writing, but I feel nervous to raise my hand, I can quietly say, ‘Can you show me again?’ or ‘Can I try this with you first?’”
- 3
We do it together
Practise different private ways to ask for help:
- use a card
- point to a sentence stem
- write a sticky note
- use a quiet signal
- ask during a check-in
- whisper to the teacher
Practise again and as many times as needed.
- 4
You try it with support
Students choose one Whisper Question they could use when learning feels hard.
- 5
You use it on your own
During a real learning moment, students use a Whisper Question, card, note, or quiet signal when they need support.
- 6
We revisit it
Ask privately or as a class: “What helps us ask for help without shame?”
Extension · Lesson 7
Our Class Questions
Big Idea
Sometimes a classroom needs a new kind of question.
Inquiry Hook
Ask students:
“Is there a moment in our classroom when we need a question that does not exist yet?”
Invite students to think about real classroom moments, such as group work, lining up, asking for materials, solving friendship problems, sharing ideas, or starting work.
Learning Goal
Students will understand that questions are tools, and a class can create a new question type when they notice a need in their learning community.
Teaching Steps
- 1
Name it
“Today we are learning that Question Learns can grow with our class. We already know Wonder Questions, Not-You Questions, Space Questions, Stop Questions, and Whisper Questions. But sometimes, our classroom may need a new kind of question. When we notice a need, we can create a question that helps us.”
- 2
Watch me do it
“I notice that sometimes we need help joining a group. I wonder if our class needs a Joining Question. A Joining Question could sound like, ‘Can I join you?’ or ‘How can I be part of this?’”
- 3
We do it together
Brainstorm classroom moments where a new question could help. Ask:
- What is something that feels tricky in our class?
- What question could help us in that moment?
- What would we call this question?
- What colour, symbol, or gesture could help us remember it?
Practise again and as many times as needed.
- 4
You try it with support
Students work with a partner or small group to create one new question type. They decide:
- Name of the question
- What it helps with
- When to use it
- Student sentence stems
- A symbol or colour
- One classroom example
- 5
You use it on your own
Students try using the new class question during a real classroom moment.
- 6
We revisit it
After a few days, ask:
- Did our new question help us?
- Do we need to change it?
- Should we keep it, rename it, or create a better one?