Hinge questions Which of these is the odd one out?

1. Hinge questionsWhich of these is the odd one out?

2. What do we already know? • Do you know what a hinge question is? • Have you tried using a hinge question? • Do you use hinge questions frequently?

3. Today • Hinge questions – what, why and how • Construct hinge questions • Share what we’ve made

4. hinge questions – what? • Acheck for understanding at a ‘hinge-point’ in a lesson. • A multiple choice question. • It provides immediate and ‘actionable’ information (mini-whiteboards or letter cards): • 1 minute to respond • 15 seconds to interpret responses • Teacher can then respond accordingly

5. hinge questions –why? • Provides immediate information • Highlights misconceptions which might otherwise go unnoticed • Engages all students • Develops teachers’ knowledge • Saves marking • Is re-usable

6. What evidence should we use to learn about life as a slave? Which of these sentences best summarises the point of the first lesson: When considering how much we trust evidence, we should think about… • Getting evidence from the source • Looking at the person who made the information • Explaining how the features affect the evidence • Analysing it • Back up my evidence with more evidence • Who they were, what they have experienced how they were linked to the situation • The origin of the writer and what time they were in How would you make your chosen answer better? What did we learn today? Why does it matter?

7. Which passage is the odd one out? • Alice is busy tonight. Working on her French essay. • We had History today. Learned about American politicians. • The smartest man in the state, perhaps in the country. • Durham offers many majors in engineering. Such as electrical, chemical, and industrial engineering.

8. Which passage is the odd one out? • Alice is busy tonight. Working on her French essay. • We had History today. Learned about American politicians. • The smartest man in the state, perhaps in the country. • Durham offers many majors in engineering. Such as electrical, chemical, and industrial engineering. No verb What do the rest have in common?

9. 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 ?

10. Questioning in science: Diagnosis Wilson and Draney (2004) The ball sitting on the table is not moving. It is not moving because: no forces are pushing or pulling on 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

11. Hinge questions – how? • If the interpretation is to be done in 15 seconds that means that it must, in fact, be done in advance… • So, the construction of the question is critical. • Focus is around ‘misconceptions’ – answers which are close to the right answer – but wrong. So it’s meant to be tricky. • For example 2.3x10=2.30

12. Step 1: Interpretable responses”If students respond B they are thinking Y or Z” Why was Columbus so bold? Response A:Columbus could have fallen off the edge of the world= Cognitive Rule 1: People in C15 perceived the world to be flat.

13. Step 2: Response discrimination“If students respond B they can only be thinking Y, not Z.” Why was Columbus so bold? Response BHe risked death. This could refer to: Cognitive Rule 1: People in C15 perceived the world to be flat. Or, Cognitive Rule 2: Long sea voyages were dangerous in C15

14. Step 2: Response discrimination“If students respond B they can only be thinking Y, not Z.” Improved example Why was Columbus so bold? Response AHe could have fallen off the edge of the world Response B Long sea voyages were dangerous. Cognitive Rule 1 (Earth seen as flat) leads to Response A. Cognitive Rule 2 (dangerous voyages) cannot lead you to response A.

15. Step 3: Rule Discrimination“If students think Y, they will must choose B.” Why was Columbus so bold? Cognitive Rule W: There were no maps to help guide him on the voyage. Cognitive Rule V: Since the Vikings, no one European had visited America. Response C because no one had visited North America from Europe, no maps existed.

16. Step 3: Rule Discrimination“If students think Y, they will must choose B.” Improved Example Why was Columbus so bold? Cognitive Rule W: There were no maps to help guide him on the voyage. Cognitive Rule V: Since the Vikings, no one European had visited America. Response C No one had visited North America from Europe. Response D No map

17. Step 4: Exhaustive set usage“Whatever they’re thinking, there’s a response that fits.” Question:Why was Columbus so bold? Cognitive Rules include: • No one else had been • No maps • Long journeys were dangerous • Earth was seen as flat • Hard to provision the voyage Each one has a response.

18. Thus: “semi-density”“I have stuck all the rules together” Example Question:Why was Columbus so bold? Responses: • No one else had been • No maps • Long journeys were dangerous • Earth was seen as flat • Hard to provision the voyage

19. Make us a hinge question! By subject or individually. Interpretable responses: ”If students respond B they are thinking Y or Z” Response discrimination: “If students respond B they can only be thinking Y, not Z.” Rule discrimination: “If students think Y, they will must choose B.” Exhaustive set usage: “Whatever they’re thinking, there’s a response that fits.” We’ll share what we’ve done.

20. What did you make? Share with another group what you have made, your thought process and how you think it would work. Please offer constructive feedback.

21. Will you use hinge questions? Why or why not?

22. Final thoughts How useful was the session? What was good about it? What would have made it better? improvingteaching.co.uk @HFletcherWood harry.fletcher-wood@teachfirst.org.uk

23. Look at version 1 only

24. Look at version 1 only

27. An example of rule discrimination… Why is Version 2 a better question than Version 1?

28. Then – you can adapt what happens next accordingly

29. Hinge question making • Personal action plans