The following template is a proposed guide for creating a structured lesson sequence.

• To develop student's understanding of the role of questioning in learning
• To develop more complex understanding of controversial issues in geography to inform argument-style essays

Phase one - Selecting a geo-debate

The teacher can go on-line to select the appropriate article from the list of debates. They could be printed off and discussed in a class lesson. It could be used as a formal debate ...'This house believes....' or it could be the start of the research for an essay. Other resources might be gathered in a list.

Phase two - Brainstorming and refining questions

Groups or individuals should continue to discuss their chosen topic and compose a list of possible questions. The teacher should then discuss with each group the suitability of their questions and where necessary ask the group to amend their questions. The possible sources should be discussed.

Phase three - Exploring previously asked questions and posing a question

The students then go on-line. In this session each group should search for and view the questions and answers already online to see if any of their questions have been addressed. Each group should now decide on a single question and submit the question to the "Ask a Geographer" forum.

Phase four - Discussing answers

Questions should receive a response in 7 to 10 days. It may therefore be best to schedule the next session 2 weeks after the questions have been submitted. Once the answers have been posted groups can visit the web site and view the responses. The project may be concluded with a group debate, or informal presentations about their research.

Phase five - Debriefing key skills

Often students are shy to ask questions for fear of looking stupid. A discussion about the role of questioning to inform and clarify their learning is important. How did the on-line help or hinder this process?