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Let’s be real—keeping track of student questions across multiple class periods can feel like trying to herd cats. And a hallmark of the NGSS is using student questions to drive instruction. So, how are you supposed to GET student questions, organize the questions into categories, and then revisit questions throughout a unit? That’s why I’m here today.
I’ve tried A LOT of ways to use a driving question board in my high school science classroom and I’m ready to share my simple, effective way to capture and organize student questions—and actually use them to guide instruction and boost student learning.
I am excited to share my 7 practical strategies for implementing and effectively using a driving question board in your high school science class so you can seamlessly integrate it into your class procedures and unit planning.
What is a Driving Question Board?
A driving question board (DQB) is a classroom tool that allows students to:
- Ask authentic questions about a scientific phenomenon
- Group and track those questions
- Revisit and revise them throughout the unit
- Use them to guide their investigations
Whether it’s on paper or digital, your driving question board is a living, breathing snapshot of your class’s curiosity—and a clear guide for your unit. The tricky part? If you’re juggling multiple sections of classes or different disciplines, keeping track of a DQB for each class can get messy fast. But with a bit of structure, it can totally transform your classroom.
Strategy #1: Launch With a Purposeful Questioning Routine
Before having students rush to the board with a pile of Post-its, take a step back. Start with a phenomenon—an eye-catching video, demo, or image—to grab their attention. Have them jot down their questions individually in their notebooks first. Then, let them break into small groups to discuss and refine their questions, looking for patterns or shared ideas.
Each group should come up with 5 “burning questions” they’re excited about. Finally, ask each student to choose their top “burning question” to add to the driving question board. Hand out one sticky note per student (paper or digital) and remind them: no names. Keeping it anonymous helps create a safe space for sharing and reduces the pressure to compare.
💡 Pro Tip: Quiet students may try to hang back. Walk the room and invite them personally to contribute—you’ll often get your best questions that way.
Strategy #2: Paper-Based Boards That Don’t Take Over Your Walls
If you’re going analog, you have options:
Whiteboard Zone
Dedicate a section of your whiteboard for each class. Students post their sticky notes in that section. Simple, low-cost, and easy to manage.
Sticky Poster Paper (My Favorite!)
Use the large Post-it brand sticky chart paper. Assign one per class and hang it up during their period. When class is over? Take it down and stack them on a closet door or command hook so they’re easy to swap in and out.
💡 Pro Tip: Color-code sticky notes by class period so you can quickly spot which question belongs where—even if they accidentally mix. These are my favorite sticky notes to use!
Strategy #3: Try a Digital Driving Question Board
Since Google Jamboard retired (RIP), one of the best digital alternatives I’ve found is the Canva Whiteboard feature (teachers get a FREE Canva Education account).
Here’s how it works:
- Share a link with your class where users have editing rights.
- Students type their question on their own “sticky note” on the whiteboard.
It’s fast, collaborative, and paper-free (i.e. no classroom clutter!). It’s also readily available for your students to revisit outside of class.
However, BEFORE you share a free-for-all share link with your students, you MUST set clear expectations about appropriate behavior—no deleting others’ notes, no writing inappropriate content, or other funny business.
💡 Pro Tip: Immediately remove the editing rights for students after class so students cannot go back into the driving question board and make edits. Then, create a view only share link or embed it on your LMS (I use Canvas and embedding a Canva whiteboard is SO EASY!).
Strategy #4: Use AI to Group Student Questions (Yes, Really!)
Organizing your questions into themes is where your DQB really starts to take shape as a clear roadmap for your unit! Grouping related ideas helps you create a structure that guides your teaching and helps your students connect to the bigger picture. It’s a great way to design lessons with purpose and clarity, setting both you and your students up for success.
In Canva, once all sticky notes are on the board, you can click and drag to select them all, then use Canva’s built-in AI to auto-group questions by topic. Canva will suggest categories based on keyword patterns it detects.
If you’re using a paper version, you can:
- Sort the stickies yourself after class
- Assign a small student team to group them during a transition time
- Do it together as a class discussion on categorizing ideas
💡 Pro Tip: Whether you’re using a digital or paper-based driving question board, color-code your categories! Assign a specific color to each theme or topic—this makes it easier to spot patterns, track progress, and ensure all key areas are addressed throughout the unit.
Strategy #5: Revisit and Revise the Driving Question Board Weekly
The DQB isn’t a one-and-done. Make space to come back to it regularly.
At the end of each week, spend 5–10 minutes at the end of the period to reflect as a class:
- What questions have we answered?
- What new questions do we have?
- Should we revise or regroup any categories?
Students can:
- Draw a ✔ next to answered questions
- Move answered questions to a “We Figured It Out!” section
- Add new sticky notes for next steps or new questions.
This step reinforces that science is a process of ongoing discovery, not a worksheet to finish.
Strategy #6: Stay Organized Across Multiple Classes
If you’re juggling multiple preps or class periods, here are a few time-saving tips:
- Poster Storage: Stack class posters vertically on a command hook or coat rack with binder clips.
- Digital Tracker: Use a Google Doc or Google Sheet with tabs for each class to copy/paste or link to DQBs.
- DQB Captain: Assign a student job for setting up and storing the class’s board materials.
- Toolbox Station: Keep stickies, markers, and tape in one place—less chaos, less stress.
💡 Pro Tip: If your students use interactive notebooks, have them keep track of their own questions by writing their driving question board questions on a designated page at the beginning of the unit. It becomes a reference point for students to self-monitor their understanding.
Strategy #7: Keep It Real—A Driving Question Board Should Drive Learning
Above all, a Driving Question Board (DQB) should serve as a dynamic tool for curiosity-driven investigation, sparking meaningful discussions and guiding inquiry—not just a static wall decoration that gets overlooked.
When implemented effectively, a DQB can:
- Encourage student voice, giving them the space to ask questions and take ownership of their learning.
- Build a sense of community by fostering collaboration and shared exploration among students.
- Make the learning journey visible, helping both teachers and students see how their understanding evolves over time.
- Keep lessons anchored to student thinking, ensuring that instruction stays relevant and focused on their genuine interests and questions.
A well-used DQB transforms the classroom into a space where curiosity thrives and learning feels purposeful.
Final Thoughts
Whether you’re team paper or team digital, implementing a driving question board is one of the most powerful shifts you can make toward 3D, NGSS-aligned instruction.
It doesn’t have to be complicated.
Start simple. Stay consistent. Let student questions lead the way.
Bonus Freebie
Grab your free Canva DQB Template to get started with digital driving question boards today.
Keep Exploring
- 7 Ways to Implement Phenomena in the Science Classroom
- 5 Easy ELL Strategies for Science Vocabulary
- What I Do the First Week of School
Your Turn
Have a favorite Driving Question Board strategy? Or a burning question about how to make them work for your class? Drop a comment below or tag @KeystoneSciencePA on Instagram—I’d love to hear how it’s going in your classroom!
