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What caused the eruption?

How many died last year from volcanic eruptions?? Where?. When was the eruption?. What caused the eruption?. What were the immediate responses ?. What type of plate boundaries create volcanoes?. Why was it a lateral blast?. How could you monitor a volcano?. Planning. Question Matrix.

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What caused the eruption?

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  1. How many died last year from volcanic eruptions?? Where? When was the eruption? What caused the eruption? What were the immediate responses? What type of plate boundaries create volcanoes? Why was it a lateral blast? Howcouldyou monitoravolcano? Planning

  2. Question Matrix • Whole school CPD. Post in the staff room questions can be generated that are going to help, assist, enhance T&L or other school matters. • Planning – Lesson – Unit – Whole year • Student – teacher identification with use / creation of questions through evaluation matrix. • Marking – feedback questioning in the KSH simple to deeper feedback prompts. • Apply to resources like picture analysis.

  3. Planning Lesson – Unit – Whole year

  4. Plan of a lesson. But do I know the type of questions I / the students will use / create?Too often in the past missed Q opportunities

  5. Closed/Hinge point? Question Wall! The Question Plan print and scribble your way to deeper thinking Questioning! TV style Qs? Objective Questioning Question of Sport What happens next/before Going for Gold Blockbusters Socratic Qs/ PPPB MTW If this is answer.. What is Q? Clarify ? Challenge assumptions Question the question Pointless Columbo - What if...?; suppose...? What would change if? Evidence for argument Implications & consequences Question Monitoring (pupil names / focus) Viewpoints and perspectives Teacher Led or Student Led? Q ordering. Number your generated Qs for appropriate stages of when to introduce them. Question continuum Question grid Qs

  6. Socratic Questioning

  7. Questions for Clarification • What exactly does this mean? • How does this relate to what we’ve been talking about? • What is the nature of…….? • What do we already know about this? • Can you give me an example? • Are you saying…….or……..? • Can you rephrase that please?

  8. Questions that challenge assumptions • What else could we think of? • You seem to be saying…….? • Please explain why/how? • How can you prove or disprove that? • What would happen if……..? • Do you agree or disagree with?

  9. Questions that probe reasons and evidence • How do you know this? • Show me……? • Can you give me (your group) an example of that? • What do you think causes…….? • Can you explain………? • Are these reasons valid enough? • Why do you think that? • What evidence is there to support what you are saying?

  10. Questions about viewpoints and perspectives • Are there other ways of looking at that? • What do you think? • what is the difference between…... and……? • Why is it better than……? • What is the opposite view? • What are the views of your partner / group? • How are…… and ……. similar? • What are the strengths and weaknesses?

  11. Questions that probe implications and consequences • Then what would happen? • What are the consequences of that? • How could…….be used to…….? • What are the implications of………? • How does……. Affect…….? • How does…… fit with what we learned before? • Why is …….. important? • What is the best…….? Why?

  12. Questions the question • What was the focus question? • What other questions could relate to it? • Is the question valid? • Does the question give a definitive answer? • Do the resources at hand allow us to explore the question? • Are you saying…….or……..? • Can you rephrase that please?

  13. Whole school CPDWall in the staff room questions can be generated that are going to help, assist, enhance T&L or other school matters.

  14. Student – teacheruse/ createquestions

  15. Underline your Q Style / Focus 1st 2nd Deeper Q Question journey to deeper thinking Question Style:- Blockbusters, Going for Gold, Pointless, Question Wall, What Happens Next/Before, PPPB, Objectives Qs, Thunks, ‘If this is the answer…what is the question?’,‘Just One More Question- What if…?; Suppose we knew…?; What would change if…? Socratic questioning and Socratic Circles “Why do you say that?” ….“Could you explain that further? What is the counter argument for..? But if that happened, what else would result?” or “How does… affect ….? ”Hinge point questions, Question continuum, Questioning monitor Question Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict

  16. Evaluation matrix Track use by students and effectiveness of use Back of books

  17. End of unit assessments / quizzes Create Qs use all keywords from glossary – STACK EM Apply to game shows – Pointless, The Chase Question of Sport. Students peer assess then I judge the results / peer assessor marking

  18. Solo using question matrix How am I using solo with the Question Matrix?

  19. Solo ‘Stack Em’ – Jenga At the weekend one of my best friends @redhea79 took me out for a walk. As always with us it didn't take long for the conversation to focus on teaching (I know, I know).Andy told me a strategy that he has used and I LOVE IT! Firstly you need a set of Jenga like bricks. Tesco do a set called 'Stack Em' and they cost £5.These are the stimulus resource.

  20. Step 1 • At the end of a topic or as a revision lesson activity get students to note on each brick a keyword from the topic. This is a quick AfL task as you can see what they remember. I get mine to do it as a quick plenary or a quick starter.  • 7 groups working in 4s • Peer assess – who has a higher stack. • Class review / evaluation against glossary

  21. Marking – feedback questioning in the KSH simple to deeper feedback prompts. Where is your main point? You need a clearer structure, so that your reader can identify a pattern / rank to your discussion. What is a social effect? So that people can identify the damage caused by the volcano on people. How might you make your different categories stand out? SO THAT you can quickly identify the two different effects for your revision. How could you get your audience to identify the main features of your mind map? SO THAT they interact with them first.

  22. work quality improving

  23. Kind Specific Helpful – Ron Berger • Allow time for feedback and time to respond. Be rigorous and allow time to re-draft key pieces of work. • Further Reading – John Hattie

  24. Apply to resources like picture analysis.

  25. 1st 2nd Deeper Thinking + - Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict Highlight your thinking focus significance 1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect.

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