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1 = I learned a lot about the person from the answer elicited by this question. 2 = I learned something about the person, but I wanted to learn more.
3 = I did not learn very much about the person from the answer elicited by
this question.
5. Now write down the five questions you thought were least effective (you probably gave them a 3) in the left-hand column of the graphic organizer. With a partner, revise the questions to make them more open and effective. You might add a follow-up question to do so. Follow-up questions do exactly what the name implies: They follow up on something the interviewee has said. For example:
Q: What was the best thing that happened to you in college? A: I guess when I got a “D” in my physics class.
Follow-up Q: That doesn’t sound like a very good thing. Why was it the best thing that happened to you?
You might not have anticipated the answer to that question, but pursuing the topic could lead to some interesting information about your interviewee. You should be flexible about your planned questions and allow for follow-up questions. Here are a few ways you could follow up on an answer:
• Why do you think that?
• That sounds interesting. Could you tell me more about it?
• What happened next?
• How has that influenced your life?
My Notes
ACTIVITY 1.10
continued
Original Question
Revision or Follow-up Question
Were you a bookworm or a slacker?
Revised: What kind of student were you in college?
Were you a bookworm or a slacker?
Follow up: How did those study habits affect your grades?
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ACTIVITY 1.10 continued
11 Group students into pairs to craft a revised question or a follow- up question for those questions they identified as 3s during the reading. Model this with “Were you a bookworm or a slacker?” When done, solicit volunteers to share their revisions; then, have peers evaluate them using the criteria on the board.
If you have access to Smart Notebook, you can use the Sentence Arrange file to create an interactive manipulatives activity.
12 To complete student exercise 6, give groups the envelopes with questions mentioned in the Materials section of this activity. Have students rearrange the questions into an order they think is more logical. Then share responses and rationales for the changes in order.
Unit 1 • Coming of Age 53
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.