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7.1 Questioning and Feedback

INFORMATION FOR SESSION FACILITATOR. Length: 3hours Subject specific DELETE AS APPROPRIATE. 7.1 Questioning and Feedback. Session outcomes: By the end of this session participants will:  Identify some purposes of questions asked in the classroom

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7.1 Questioning and Feedback

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  1. INFORMATION FOR SESSION FACILITATOR Length: 3hours Subject specific DELETE AS APPROPRIATE 7.1 Questioning and Feedback • Session outcomes: • By the end of this session participants will:  • Identify some purposes of questions asked in the classroom • purposefully plan some questions for an upcoming teaching episode • describe features of good feedback • consider your school’s marking policy in light of current thinking • Supernumerary Participant Development Framework: • Theme 4 • 4.1 - Uses assessment as a starting point when planning for pupil progress • 4.2 - builds in formative assessment points throughout the lesson to check for understanding • Links to other sessions or Subject Knowledge Enhancement: • Planning and Assessment 1-4 • Resources: • Marking policies • Context: (optional)

  2. Tips and Trips

  3. Do Now Why do teachers ask questions?

  4. Questioning and Feedback in English Week 7 12.05.19

  5. Session overview: PDF links Standards PDF themes 4.1 - Uses assessment as starting point when planning for pupils progress 4.2- builds in formative assessment points throughout the lesson to check understanding Theme 4: Ensure progress

  6. Session Outcomes By the end of this session you will be able to:  • identify the purpose of questions in the classroom • plan purposeful questions for a teaching episode • describe features of good feedback • consider marking policies in light of current thinking

  7. From: Wiliam and Black (1990) Inside the Black Box

  8. Dylan Wiliam: Questioning

  9. Can you predict the next slide?

  10. Bloom’s Taxonomy (but not his triangle!) Factual Conceptual Procedural Metacognitive

  11. … not to be confused with … “… Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them.” Gradgrind in ‘Hard Times’

  12. Closed Open ? Why is Donald Trump a controversial figure? ? ? • Is Donald Trump the US President? • Did George Eliot write ‘Middlemarch’? • Does Lady Macbeth die?

  13. Didau’s questions:

  14. What’s the story?1.or2.

  15. What’s the story?1.or2.

  16. Questions to stimulate creative writing Work in 2 groups devising questions on picture stimulus • Devises a story from the picture (5 mins) • Plan10 questions to discover the detailed story of the other group; challenge inconsistencies and surface knowledge and promote ambitious vocabulary • Ask at least 3 questions each to clarify, probe and recommend.

  17. Dialogic questioning Features of dialogic questioning: • requires secure subject knowledge • acknowledges and builds on what is right • more ‘passes’ around the classroom • a mix of short and closed questions

  18. Big questions to get them thinking Is it ever right to kill someone? Who is Curley’s wife? Who would make the best … Is Eva Smith a real person?

  19. Big question: Does Lennie have to die? 5 Ws What? Who? When? Where? Why?

  20. Socratic questioning 1: Clarification of a key concept 'Could you explain that answer further?’ What made you say that?' 2: Challenging assumptions and misconceptions 'Is there another point of view?', 'Is this always the case?', ' 3: Arguments based on evidence 'What evidence do you have?', 'Could we challenge that evidence?', 4: Looking at alternatives Could we approach this from a different perspective?' 5: Consequences, implications and analysis 'What are the long-term implications of this?', 'How would ......affect..?' 6: Questioning the question 'Why do you think I asked you that question?', 'What would have been a better question?'

  21. Is Eva Smith really dead? • Should Eva / Daisy be in the play? • Why did Priestley write it in 1945 but set it in 1912? • Why didn’t they go to the union? • Who is Inspector Goole? • Why didn’t Daisy go to the police? • Are Eva Smith and Daisy Renton the same person? • Why did the dress shop staff listen to Sheila? • What things are shown as unequal in AIC? • Did they go on the Titanic? • Why does Mrs Birling treat Daisy so badly? • Why does Edna never speak? • Who changes the most / least? • What does the Titanic symbolise? • Who is most to blame for Eva’s death? • Why didn’t Mr Birling pay minimum wage? • Is there any love in AIC? • What is the worst inequality? • What is Priestley’s message? • Who rings up at the end of the play? Equality in ‘An Inspector Calls’ 20105

  22. Hinge questions: Dylan Wiliam’s video https://youtu.be/Mh5SZZt207k

  23. Hinge Questions Hinge questions are those which allow us to assess learning at key transitions. They: • have wrong answers that match the most common misconceptions • make it difficult for a student to get the correct answer(s) with the wrong reasoning or knowledge • are quick to answer (in less than two minutes) • allow the teacher to realistically view and interpret all students’ responses in 30 seconds or less, and so will often be in multiple choice format

  24. Which of these is not a sentence? • the boy fell • his friend rushed to help him • a car travelling at high speed • where is the ambulance

  25. Which of these is correct? A Lemon’s are sour. B Lemons’ are sour. C Lemons are sour. A Sams coat is blue. B Sam’s coat is blue. C Sams’ coat is blue.

  26. Which of these is alliteration? • The sun glared down. • The sun scorched the sand. • Night fell silently. • A cup clattered to the floor.

  27. Which one uses speech marks correctly? • ‘If you do that,’ she said ‘you are bound to fail.’ • ‘If you do that,’ she said, ‘You are bound to fail.’ • ‘If you do that’ she said, ‘you are bound to fail.’ • ‘If you do that,’ she said, ‘you are bound to fail.’

  28. Candy’s dog gets shot: • because it smells so bad • to foreshadow Lennie’s death • because Candy wants a new puppy • because it is kinder to put old dogs down

  29. Tharby’s question templates Generic Specific Priestley uses the word ‘cold’ to describe Mrs Birling. What does this suggest about her relationship with her family? Dickens uses the simile ‘solitary as an oyster’ to describe Scrooge. Why do you think he chooses ‘solitary’ rather than ‘snug’ or ‘lonely’? • The writer uses the word ……… to describe ……… What does this suggest about ….? • The writer uses ……….. to ……… Why do you think he chooses …..rather than …….?

  30. Planning a teaching episode:

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