Radyr Comprehensive School Ysgol Gyfun Radur “Opportunity, Success & Enjoyment for all”

1. Radyr Comprehensive School Ysgol Gyfun Radur “Opportunity, Success & Enjoyment for all” Defining the ‘Radyr Standard’

2. Why have a focus on Learning and Teaching? • Engagement for all – ALN (inc MAT) • Behaviour • Attendance • Better results should follow… • “Opportunity, Success & Enjoyment for all”

3. ICE BREAKER • Arrange the cards in a hierarchical order. Like a ‘diamond 9’ exercise........ • ................................... but with more cards!

5. Using the A4 version of this sheet, tick all the statements you agree with. • If you do not agree, put a cross in the box with an explanation in the middle. • Also add anything that you think should be included. • Once finished or after 8 minutes share your findings with person sat next to you. Discuss differences • HOD anddiscuss. • Agree and decide what is to go onto the A3 sheet-ticks and comments – HOD to document findings • HOD to HOF. • HOD/HOF to return to RJ

6. Radyr Comprehensive School Ysgol Gyfun Radur “Opportunity, Success & Enjoyment for all” Using effective questioning as part of AFL http://www.teachersmedia.co.uk/videos/secondary-assessment-effective-questioning 6.13

7. ‘In the middle of difficulty lies opportunity. The important thing is not to stop questioning.’ Albert Einstein

8. 3 Pillars of Assessment for Learning 1.Questioning (open questions, think time, higher order questions) 2. Quality of feedback (immediacy, no grades just targets, learner centred, frequency, opportunity to correct, clarity) 3. Peer & Self Assessment Sharing and understanding learning intentions, understanding success criteria, recognising good quality work, metacognition – thinking about thinking/learning) 8

9. It’s a fact that… • An average teacher asks 400 questions in a day • That’s 70,000 a year! • One-third of all teaching time is spent asking questions • Most questions are answered in less than a second (That's the average time teachers allow between posing a question and accepting an answer, throwing it to someone else, or answering it themselves). • Increasing the wait time improves the number and quality of the responses - three seconds for a lower-order question and more than 10 seconds for a higher-order question Steven Hastings TES 4 July 2003

10. What is the purpose of questions? • To interest, engage and challenge. • To check on prior knowledge. • To focus thinking on key concepts and issues. • Interaction with the class and within the class - pupil with pupil. • To measure progress - formative.

11. What are the pitfalls of questioning? • Asking too many closed questions – these may still be needed. • Too many short answer recall-based questions – these may still be needed.

12. Reflect on your questions • Allow students time to think before responding. • Use challenging language-differentiate the question. • Value students’ responses. http://www.teachersmedia.co.uk/videos/secondary-assessment-effective-questioning

13. Types of questions • Empirical – based on facts, outcome of experiments etc • Conceptual – definitions, reasoning • Value questions - morals • Bloom’s taxonomy – a framework to classify questions

14. Bloom’s taxonomy of questioning (1956) • Knowledge – what, who, when, where, identify, list...... • Comprehension – compare, which, explain, which, estimate..... • Application– demonstrate, solve, test, consider, indicate ....... • Analysis – what, describe, relate, recognize, classify ......... • Synthesis – create, design, suggest, plan, what conclusion ...... • Evaluation– defend, decide, judge, evaluate, choose .......

15. Bloom’s Revision (2001)

16. Three Little Pigs - Activity

18. Tips • Plan for questioning – differentiate questions using Blooms. • Wait for an answer - 5secs for low, up to 1minute for high order. • Use questions to develop collaborative work. • Use think-pair-share sessions - pupils will feel more comfortable to share answer in the class, if they have shared it with a buddy first. • Ask open questions that give pupils the opportunity to apply thinking. • Start a lesson with a question. • Know the answer to your questions-but accept sometimes you will not! • Review the questions in the plenary session. • Signpost your questions in planning/SOW.

19. Teaching is the art of asking questions. Socrates Good learning starts with questions, not answers. Guy Claxton, Bristol University

20. The rest of the day: • After lunch • Tactical Teaching session for English, Languages, RE, History and Geography. • Everybody else in departments: • Complete the ‘Radyr Standard’- HODs to return to RJ • Produce 20 higher order questions, returning the sheet to HOD-HOF, who needs to copy responses and return to RJ (as departments/faculties decide who will do each unit/lessons to avoid duplication) • Learning Forum can conduct AFL Survey

21. Radyr Comprehensive School Ysgol Gyfun Radur “Opportunity, Success & Enjoyment for all” Using effective questioning as part of AFL