• Where on the line would you put the following
statement? Be prepared to justify your choice.
Helene will manage to fulfill the brief she has stupidly set
• Deconstruct this!
• Clip 1 (Hatim v Jackie)
“I fear not the man who has practiced 10,000 kicks once, but I fear the man who had
practiced one kick 10,000 times.” Bruce Lee
Consistent effort. Review. Improve.
According to Alex Quigley:
• Deliberate practice is not “mindless”
• Instead, deeply reflective process, highly
rigorous and specific.
• Wait… Rigorous?
1. Define time and
2. Research your
then define and
refine your focus.
Share with a coach /
3. Record your evidence
conversation with a
coach on a consistent
4. Share, reflect and
repeat… and repeat…
New strategies need
• Why do we ask questions?
• What’s the impact on learning and behaviour
• Engagement with the learning
• Checking learning
• Support/ Scaffolding
• Listening to each other, building on others’ contributions => Culture / Ethos
• Oral rehearsing prior to writing
• Thinking again: prediction, hypothesis…
• Thinking aloud (and allowed): analysing, reflecting, evaluating, discussing,
• Normalisation of behaviour for learning
Give them time!
– 20 seconds – thinking time
– ‘Jot down’ time individually
– Pair / Share / Contribute
– TIMER = Good piece of kit!
No hands up vs hands up
The kid I always pick
on to start with
HANDS UP GREAT
Don’t use as “Caught
you not listening”
Insist on clarification
No ‘I don’t know’
Ask kid to repeat
If it’s wrong, tell
Great for checking
they are listening
actively to each
Building on others’ responses
Pose Pause Bounce Pounce
Takes time to embed! Keep practising until the
class gets better at it.
Where would you place yourself?
What will you do today to learn and improve?
Giving own ideas
and building on
Listening but not
Students asking the questions
Start of unit => determining what needs to be learnt,
keep record, tick off and add questions as you go along
(Question Wall idea)
• Possible methods:
Write down any question then categorise / refine / answer
Questions to make
THE ODD ONE OUT?
More starters / plenaries
• Pupils write down 5 questions and answers. Then they
either ask a question or say the answer. Pick another
kid. Keep going.
• Quickfire round of questions after a short read.
• Why game (More fun for the teacher – Keep asking
why. How far can you push it?)
• Anything with a wordcloud!
• Similarities and differences (comparison alley)
• What happened one hour ago? One day ago? What’s
likely to happen an hour/day/week later?
• Other suggestions please?
Learning objectives as questions…
…over a series of lessons
Basically, solid socratic questioning…
– Questions that ask students to clarify their
thinking / answers
– Questions that challenge students’ assumptions
and generalisations (Is this always the case? Could
there be an instance where this wouldn’t be true?
But if this is the case, what would happen if…?)
– Questions that demand evidence (How do you
know? Where in the text…? How can we infer/
prove that that’s the author’s intention? Why do
you say that?)
More socratic questioning…
– Questions that question viewpoints and perspectives
(Devil’s advocate – But this is not logical. How can you
assert that…? Let me refute this! Don’t you think
there is a counter-argument to be made? Did ALL the
characters agree on this point? Is this really what the
writer is trying to say? )
– Questions that lead to deeper analysis, looking at
consequences (How does x affect y? What’s the
implication? What’s the consequence?)
– Questions that question the question (Was this a valid
question anyway? Could we have answered a more
pertinent question? Why did I ask you this question
Questions as dialogue
• On-going classwork and marking
• …including feedback on essays: Asking students to
formulate questions on how something else could have
Teacher sets target: Can you include contextual information?
Student: How could we explain the fact that Curley’s wife has
not been given a name?
• Oral and written
• Collaborative groupwork:
– feed questions, possibly on post-its
– Hexagons for links but ask for links to be explained
– Other ideas please?