Are poems stories?

1. Are poems stories? How much is rich? Was education invented? Is maths a language? How long has to pass before the past becomes history? What is art?

2. Questions that makes students think!

3. Key objectives • reinforce the importance of planning questions that promote higher order thinking • identify practical things we can do after this session

4. So why is questioning important Teachers ask up to… 2 questions every minute 400 in a day 70,000 a year 2-3 million in a course of a career

5. Questioning accounts for up to ⅓ of all teaching time. Yet the majority of questions asked are factual recall and comprehension (95%)

6. Daisy field Primary School 8% of questions in primary school were higher order Diamond Secondary School 4% of questions in secondary school were higher order

7. Good questioning stimulates all learners because quality questioning results in quality thinking “Good learning starts with questions not answers” Guy Claxton

8. To find out what pupils know To stimulate interest in a topic Why do we ask questions? To identify and diagnose difficulties or blocks to learning To structure task for maximum learning

9. To collect evidence to inform your teaching • To cause students to think

10. What do effective questions look like?

11. Diagnostic questions • A quick way of checking that the key concepts are learnt before you move on

12. Questioning in English: diagnosis Where is the verb in the sentence The dog ran across the road     A B C D

13. 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

14. Discussion questions • A question where more than one answer could be correct • 20 minutes discussion of students’ choices

15. Questioning in history: discussion In which year did World War 11 begin? • 1919 • 1938 • 1939 • 1940 • 1941

16. Questioning in Science: discussion Ice cubes are added to a glass of water. What happens to the level of the water as the ice cubes melt? • the level of the water drops • the level of the water stays the same • the level of the water increases • you need more information to be sure

17. Hinge Questions • A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson • The question should fall about midway during the lesson • You must be able to collect and interpret the responses from all students in 30 seconds

18. Condensation A good hinge question because: • based on the important concept in the lesson • quick to present respond to assess

19. Global Warming An average hinge question • based on the important concept in the lesson • quick to present BUT • not quick to respond to • answer choices are long and confusing

20. Using Bloom’s to craft questions beyond recall and comprehension into the more challenging domains of:

21. Bloom’s Taxonomy

22. Michael Parkinson interviews David Beckham Michael Parkinson is about to interview David Beckham and has prepared a list of questions. But he needs help. Place each question on Bloom’s Taxonomy. That is decide whether it is at the level of knowledge, comprehension, application etc. by placing a `k` `c` `app` `an` in the column provided • Decide on the five most interesting questions • What do you notice about the level of the most interesting questions?

23. Reframing questions to ensure students use higher order thinking or reasoning

24. The World Café • In departments analyse your planning materials and the questions used • On the table cloths record new or reframed questions which develop high order thinking and build up pupils understanding of important concepts

25. After 15 minutes • One person to remain at the table as host • Other tables rotate in a clockwise direction and engage in a conversation with the host about their questions. • Key thoughts can be written on the tablecloth in brackets

26. Host feedback – reframing of questions conversations

27. Planning for Questioning Identify the key questions in relation to the learning intentions for the lesson For more able students plan for higher order questioning to extend their learning

28. Next Steps