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QUESTIONING

QUESTIONING. How can I use questioning to ensure high quality learning for the students in my class?. It’s actually not just about asking the questions. Over to ARa for some Building Learning Power ‘stuff’!. The importance of questioning (Nap).

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QUESTIONING

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  1. QUESTIONING How can I use questioning to ensure high quality learning for the students in my class?

  2. It’s actually not just about asking the questions • Over to ARa for some Building Learning Power ‘stuff’!

  3. The importance of questioning (Nap) • Review the Lesson observation form based on the new Ofsted Criteria. • How can effective questioning play a part in securing at least good learning outcomes?

  4. So, questioning is vital because; • It checks learning and assesses. This facilitates re-shaping of tasks & intervention. It can also prompt the need for greater stretch and challenge. • It can demonstrate progress • It is a user-friendly way to differentiate. • If done well, for the right length of time and at the right times, it can engage too. • Good questioning is clearly a pre-requisite for good teaching • In other words – 5 out of the 6 boxes on our Learning observation form are covered!

  5. The use of questioning for AfL • Teachers’ TV clip (ARa)

  6. Questioning for differentiation (Nap)

  7. Your turn • Think of a topic. What questions could you ask or what tasks could you set to cover the different elements of Bloom’s taxonomy? • How can you question for differentiation? (i.e. not WHAT questions to ask) • (LC) Penalty shoot out

  8. Questioning cont…. General issues • Higher order v Lower order (see previous slide) • Conscription v Volunteer • Order of questioning (e.g. lists – there are 10 examples of….; penalty shoot-outs – more able at end) • Build in wait time (approx 5 seconds) before nominating or before replying. This encourages a greater variety and number of responses, confidence, risk taking and longer answers. • Quality control – who (dis)agrees? • Rehearsal time (whiteboards)

  9. Supportive Questioning • Provide a choice • ‘Ask the Audience’ • ‘Phone a friend’ – but not for the answer. • Collaborate • Hints/Clues • Affirmation – nods etc. • Other ideas?

  10. Questioning for challenge • Answer in more than …. Words • Provide extra or contrary information • Follow up questions – Why? • Teacher as Devil’s advocate • Elaborate on…. • Explore a statement. E.g. ‘Erosion is happening all the time’. Agree? • Staged questioning to increase level of challenge • Secondary questioning. Explain in more detail. • Challenge questions. There are …. examples of …. How many can you find? • Other ideas?

  11. Avoiding the pitfallsQuestioning is a real skill! • Do question why you are questioning! • Do not spend too long on whole class questioning • Do not ask too many questions all at once • Do build up to difficult questions • Do not always ask superficial questions. • Do not answer yourself

  12. Avoiding the pitfalls cont. • Do not ask ‘what’s in my head’ questions. • Do not focus on a small number of pupils • Do acknowledge correct answers, but avoid effusive praise. • Do correct sensitively. Self-correction is best • Do treat pupils’ answers seriously Time for honesty! Which is your ‘greatest pitfall’? Which trap do you never/rarely fall into?

  13. Plenary • Review the self esteem and expectation square to understand the importance of questioning. • Read points 1-12 of the sheet. Are there any you already do, which work? Any which you would like to try? Any other strategies which you use? • Topic tennis of tactics.

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