This strategy promotes team building and concept review as well as explorations that are more open-ended. The DOK Level depends entirely on the questions asked by each student group so teaching students how to ask Level 2 and 3 questions (see Pledge of Allegiance, Name that Tune, Moving on Up, and What’s in a Cartoon?) strengthens this strategy considerably.
Students work in groups of 3 or 4. Each team “puts their heads together” for a few minutes to develop a question or problem for another team to answer, solve, or respond to. Before they “send” it to the next team, they must draft an acceptable response to their question. They must also be ready to teach another team how to find the answer if they get stuck or arrive at an incorrect solution. Teams switch questions, develop answers to them, and, when time is called, send them back to the originators for feedback.
This strategy can be used in a variety of content areas. For example, in an ELA or science class, one student group might “send” evidence to support a stated claim. The receiving group would then judge the quality of the suggested evidence in supporting the stated claim and provide feedback.
Source
Hess, Karin. A Local Assessment Toolkit to Promote Deeper Learning. Corwin, 2018, p.32.