#TLT13 Presentation on Questioning

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#TLT13 Presentation on Questioning

  1. 1. You What?!!??
  2. 2. Continuum Line • 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 herself. AGREE DISAGREE
  3. 3. No expert… • Deconstruct this! • Clip 1 (Hatim v Jackie)
  4. 4. Deliberate Practice Lemov Quigley http://www.huntingenglish.com/2013/03/03/becoming-a-better-teacher-bydeliberate-practice/ “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
  5. 5. Consistent effort. Review. Improve. Deliberate Practice According to Alex Quigley: • Deliberate practice is not “mindless” repetition. • Instead, deeply reflective process, highly rigorous and specific. • Wait… Rigorous?
  6. 6. Deliberate Practice 1. Define time and place. 2. Research your evidence thoroughly then define and refine your focus. Share with a coach / critical friend. 3. Record your evidence and reflections systematically; honest conversation with a coach on a consistent basis. Blogging recommended. 4. Share, reflect and repeat… and repeat… New strategies need embedding. Theory Reality
  7. 7. Why Questioning? Why not? • Why do we ask questions? • What’s the impact on learning and behaviour for learning?
  8. 8. • Engagement with the learning • Checking learning • Support/ Scaffolding • Challenge • 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, arguing… • Normalisation of behaviour for learning •…
  9. 9. Give them time! Even better: – 20 seconds – thinking time – ‘Jot down’ time individually – Pair / Share / Contribute – TIMER = Good piece of kit!
  10. 10. No hands up vs hands up The kid I always pick on to start with HANDS UP GREAT FOR YES/NO POLLS ETC Targeted questioning Differentiation Challenge the indecisive Scaffolding Don’t use as “Caught you not listening” Tough love: No tangent Insist on clarification No ‘I don’t know’ accepted Scaffold Ask others Ask kid to repeat COME BACK If it’s wrong, tell them Great for checking they are listening actively to each other…
  11. 11. Building on others’ responses Pose Pause Bounce Pounce ABC Feedback Takes time to embed! Keep practising until the class gets better at it.
  12. 12. Where would you place yourself? What will you do today to learn and improve? Level 4 Giving 100% Leading and supporting others Level 3 Giving own ideas and building on others’ contributions Level 2 Being involved a bit Level 1 Listening but not giving ideas
  13. 13. Students asking the questions • • • • Picture stimulus Quotation stimulus Learning Objectives 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 Model questions Question stems Question matrix Silent debate
  14. 14. Silent Debate and Question Matrix
  15. 15. Questions to make them think… WHAT’S THE ODD ONE OUT? Continuum Lines and Hierarchy Ladders
  16. 16. 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? 0 • Other suggestions please?
  17. 17. Learning objectives as questions… …over a series of lessons
  18. 18. 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?)
  19. 19. 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 and not….?)
  20. 20. Questions as dialogue • On-going classwork and marking • …including feedback on essays: Asking students to formulate questions on how something else could have been included: 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?
  21. 21. Your favourite questioning strategies?

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