Today• 9.00-9.20 – Some ideas to try.• 9.20-11.30 – Time in departments• 11.30 – Feedback in this room• Saquib will be coming in between 11.30-12.00to show you the AST blog.
Question BombA way of allowing students toquestion each other – can be usedas a plenary.Students write a question onto apiece of paper/post it note fromthe lesson. Once they have writtenit, they scrunch it up into a ball.Students have a question ballthrown at them must answer thekey question they get.
FAQ’sUse your whiteboard for students to writequestions on throughout the lesson.When someone posts a question tell thatperson the answer and write the name of theperson you told, under the question, on theboard.Anyone else in the class who wants to knowthe answer to that same question can talk totheir class-mate.
How does it work?1. POSE• Give the context of your approach to theclass.• Insist on hands down before the question isdelivered.• Provide a question or a series of questions,ensuring that you ask the students to remainreflective.
2. PAUSE...This is the hard part.• Ask the class to hold the thought; ... think; ...think again...• If students are captivated and engaged, tryholding the silence for a little while longerand...• Push the boundaries. Keep the reflection for aslong as possible.
3. Pounce(!)• Insist the answer to the question comes from student Aand possibly student B, directly and fast!• Name student A to respond and dont move.• Dont speak and nip any comments, grunts or noises inthe bud! Its magic when you can hear, see and feel acaptivated learning audience. Weve all seen it.• Wait for an answer... pause... decipher the supportneeded if no response is evidently on its way.• If student A does manage to answer, the fun part startshere...
4. BOUNCE!• Ask another student B (immediately) after theBOUNCE response, their opinion of studentAs answer.• This can be developed by asking student B andC their opinions to student As response,irrespective if the answer is correct or not.
Higher Order Thinking through questioningHOT:Thinking on a level beyond recalling facts.Students have to understand the facts, infer from them, connect themto other facts and concepts, manipulate them, apply them to solveproblems, answer questions and evaluate information.Closed OpenHigherorderFactual/recall –recap or starterlessonComprehension –talk about subjectmatter of thetext.Application– apply factsto answer aquestionAnalysis – Ableto compare andcontrast thesituation in thetext with yourown personalknowledge andunderstanding.Evaluation –making ajudgement,assessing,arguing.
Can you create a range of questionsabout a simple piece of text?Read through the story of Goldilocks and comeup with 1 question for each level ofquestioning:RecallComprehensionApplicationAnalysisEvaluate
Recall:• Who was Goldilocks? What did her mother tell her not to do?Comprehension:• What was this story about?• What is the moral of this story?Application:• How were the bears like real people?Analysis:• How did each bear react to Goldilocks? Why do you think they reacted in this way?• How would you react in a similar situation?Evaluate:• What do you think Goldilocks learned by going into the bears’ house?• Do you think she will listen to her mother’s warnings in the future? Why?• Why has the story of Goldilocks been told to children for many years?• To what extent can Goldilocks’ mother be blamed for her daughter’s behaviour inthis story?Example Questions
Focus1. As a department, you need to think of a wayin which you could use one of the techniqueswe have just shown you.2. As a department, you need to come up withyour own idea – be prepared to feed it backto this group.3. Write up your questioning idea onto the blogfor all to see.