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EXTEND:
This instructional strategy is an iterative interrogative technique used to explore the causeand-effect relationships underlying a particular problem in a text or multiple texts. The primary goal of the technique is to determine the root cause of a defect or problem by repeating the question “Why?” Each answer forms the basis of the next question.
HANDOUTS and RESOURCES:
PREPARATION:
Select a text with a cause-and-effect relationship to be explored.
Use Educator Resource: The Five Whys Sample to develop examples that can be used as part of the gradual release of responsibility model for teaching this process to students.
Determine the “big” question to be addressed and two or three subsequent questions.
Decide whether Student Resource: The Five Whys Template will be a handout, projected for students to incorporate into their focused notes, or made available in a digital format.
Plan on dividing students into groups of three or four.
STEPS:
SET-UP: Provide students with the “big” question or problem to be investigated and encourage them to ask questions to clarify the question. Background on the topic and area of inquiry may need to be front-loaded.
INVESTIGATION: Explain that the students will be investigating the question or problem through the process of inquiry, or question-asking, specifically using “why” questions.
LIST: Ask students to brainstorm reasons “why” the big question or problem came about and list possible causes on the board.
NARROW LIST: Review the list of causes provided by students and select two or three to investigate deeper.
CONTINUE INVESTIGATION: Using a “why” process of inquiry, walk students through investigating each response, modeling the thinking behind this step by providing a Think-Aloud for students.
CONTINUE ASKING WHY: Once a response is given, continue asking “why” until it does not make logical sense to ask “why” again.
IDENTIFY ROOT CAUSE: Continue with each suggested cause until the clear root cause has been identified.
VARIATIONS:
When using this strategy with a text or multiple texts, it is also a wise idea for students to justify their claims with evidence from the text. This may not be applicable to all situations, but asking students to support their claims with evidence from the text adds more rigor to this process.
Students can work in groups to determine the subsequent questions that should follow the initial question based on the answer found in the reading. This type of inquiry teaches students the questions they should be asking when analyzing and evaluating texts.
EXTENSIONS:
This activity can be extended by asking students to find other research to support claims made during the process. Also, students can create additional questions that arise from the research they have found.
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