Mr Jonathan Huddleston MA (Oxon) Assistant Headteacher ; Learning and Teaching

1. Questioning techniques, taking risks and students’ learning inquisitiveness: using challenging techniques and activities that excite students’ natural curiosity, extend their understanding and increase the pace of progress Mr Jonathan Huddleston MA (Oxon)Assistant Headteacher; Learning and Teaching The John Warner School

2. b c A B a a c b a c C D b b c a a b E F c c b a Questioning in Maths: Diagnosis In which of these right-angled triangles is a2 + b2 = c2 ?

3. Questioning in Science: Diagnosis The ball sitting on the table is not moving. It is not moving because: No forces are pushing or pulling the ball Gravity is pulling down, but the table is in the way The table pushes up with the same force that gravity pulls down Gravity is holding it onto the table There is a force inside the ball keeping it from rolling off the table Wilson & Draney, 2004

4. Questioning - Discussion When did World War II begin? 1919 1938 1939 1940 1941

5. Questioning - Discussion Is “aller” a regular verb in French?

6. Questioning - Discussion Look at the following sequence: 3, 7, 11, 15, 19, ......Which is the best rule to describe the sequence? n + 4 3 + n 4n – 1 4n + 3

7. Questioning • Key idea: questioning should • Cause thinking • Provide data that informs teaching • Improving teacher questioning • Generating questions with colleagues • Closed vs open • Low-order vs high order • Appropriate wait-time

8. Questioning • Getting away from simple Q & A • Basketball • No hands up (except to ask a question) • Class polls to review current attitudes/multiple-choice • ‘Hot-seat’ questioning • All-student response systems • ABCD cards, mini-whiteboards, exit passes

9. Learning Objectives Enable delegates to develop their understanding of challenging techniques and activities in order to inspire students and to be able to assess and build on their current provision

10. 8J1 Lesson Observation and Lesson Feedback Read the lesson plan that takes into account the broken down 5Es approach to learning and its accompanying observation write-up Can you identify the challenging activities and aspects of the lesson that achieved the goals of exciting students, extending their understanding and increasing the pace of progress?

11. The Challenges Faced Going against the grain Conflict between content-driven and process-driven work Time to embed – acclimatisation Student reaction Staff reaction Examination results A leap of faith

12. Introduction of Activities How can these activities be introduced? Whole-school approach vs building capacity Work across phases and schools Develop methodology and processes in Year 7 The quick-fix (key stages 4 and 5) The bottom line is, if activities are planned, pedagogically sound and genuinely inspiring and challenging the willing few will become a critical mass

13. Starting Points The Gifted and Talented Agenda Meeting the educational needs of the gifted and talented is about building on good general school provision, not about providing something entirely different (Eyre) A rising tide lifts all ships (Renzulli) All students are gifted until they prove otherwise. Exceptional progress for all can only be achieved in a culture of high expectation for all. Therefore, what are the desirable characteristics of our learners?

14. Starting Points Creativity Acceleration Reflection Perseverance Expertise (Think like a ..........) Desire to go deeper Independence Elasticity (resilience) Motivation What are the kinds of activities that will aid the development of these characteristics?

15. Extension With your colleague(s), note down or discuss three or four activities that you employ / have seen employed to develop these characteristics in your learners.