The Q-matrix

The Q-matrix (Wiederhold & Kagan, 2007) presents a series of question stems that can be used to generate useful questions. Questions might be used by students to shape inquiry about a real-world experience or by teachers using students’ questions to sequence learning across a unit plan.

From left to right, and top to bottom, the presented stems prompt questions from the declarative to the speculative. Questions posed using the stems in the top left corner are more likely to be closed, while those in the bottom right are more likely to be open. In generating responses to questions toward the bottom right of the matrix, students are more likely to be required to explain, analyse, justify, and evaluate data and information. It should be noted though, that some of the usefulness of the Q-matrix rests in valuing students’ questions, without the requirement that students then find resolutions.

The question stems are best introduced using the familiar first-word prompts across the top of the matrix (what, where/when, which, who, why, how). In later lessons, present students with opportunities to use a 2x2 or 3x3 block, a row, or a column, selected by you as appropriate. Finally, allow students to use any intersections of the whole matrix to generate questions.

Below are two formats of the Q-matrix.

 

Q-matrix 1

What is…?	Where/when is…?	Which is…?	Who is…?	Why is…?	How is…?
What did/was…?	Where/when did/was…?	Which did/was…?	Who did/was…?	Why did/was…?	How did/was…?
What can…?	Where/when can…?	Which can…?	Who can…?	Why can…?	How can…?
What would…?	Where/when would…?	Which would…?	Who would…?	Why would…?	How would…?
What will…?	Where/when will…?	Which will…?	Who will…?	Why will…?	How will…?
What might…?	Where/when might…?	Which might…?	Who might…?	Why might…?	How might…?

 

Q-matrix 2

	What	Where/when	Which	Who	Why	How
is
did/was
can
would
will
might

 

Discuss with your colleagues

Write down three questions that you asked in your classroom in the last week.

Classify these questions as open or closed questions.

Use the Q-matrix to write:

• closed questions as open questions.
• open questions as closed questions.

Compare the questions you have generated with your colleagues.

Discuss:

• How did your questions change as a result of this reading?
• How would the alternative questions have affected the discussion in your classroom?
• When would students benefit most from using a Q-matrix?
• How could you introduce the Q-matrix to your students?
• Which students might need time to formulate a question? How could you incorporate this in your classroom practice?
• How might the complexity of questions change over a lesson/topic?

 

Reference

Wiederhold, C. W. & Kagan, S. (2007) Cooperative learning & higher-level thinking: the Q-matrix <https://www.kaganaustralia.com.au/shop/cooperative-learning/cooperative-learning-higher-level-thinking/>. Hawker Brownlow Education.