Question-forming and answering (goal setting)

In this context, I am assuming that a common goal of studying is to become able to answer questions. That is the standard (Turing test) method for determining whether a persons understands a topic. The skills required here are:

Formulating the important questions.
Distinguishing important from unimportant questions.
Identifying the characteristics of the expected answer. Characteristics include required level of abstraction, amount of detail, and structure (description, narration, comparison/contrast, etc.)
Identifying the relevant information.
Constructing a credible answer. Credibility may depend on choice of language, evidence of sources, appropriate limitations on conclusions.

The questions may have been directly posed in the homework. Or part of the task may be to formulate the relevant questions.

Don Dansereau has a set of generic questions in his book Pro Learning Strategies. These are derived from common journalism scripts (Who, What, etc.). I will adapt these to the Headview format and add more. They will easily fit the Head Staff. Later I will put them in Cuepon format. In Cuepon format, a parent could select at random and ask a question. Or a child could go through all the questions and decide which are irrelevant.

Possible scripts: What is this stuff like? Probably what you studied last week. For memory help, remember (imagine) the class in which the teacher asked about specific similar content. (Pick the content first. Then imagine.)

To the child: Pretend you are the teacher. Stand up and ask me (parent) a question you think the teacher might ask. Parent will give partial answer, but need help, preferably from the child (acting as teacher).

Question answering scripts. (See The Storyboarder’s Story: Scripted Cooperative Learning as an example.)

Answer-evaluating scripts. How do you know when you are finished? Parent: I’ll pretend I am the teacher. I’ll ask you questions. (Be sure the list of questions has bee prepared beforehand.)