Effective QuestioningToday we will think about questioning activities..9.00 – 9.20: Some examples of questioningactivities shared by the AST’s9.20 – 11.15: Time in departments11.15 – 11.40: Feedback in this room• We will ask you in departments to come up with :(1) an example of how you could use one of the ideas(2) a new questioning idea of your own to share• Saqib will be coming in tomorros to show you theAST blog03/06/2013
Plenary Post Its!• Students write down one thing they areconfused about/a question from the lesson ona post-it note• And then post these on the whiteboard• A teacher/student then chooses some post-itnotes at random and these questions can thenbe posed to the rest of the class03/06/2013VasyIdeas orQuestions?
Loop card gamesThis game is a good way of getting students toask and answer questionsPupils are given a set of cards with one questionand one answer (to a different question)What is the test for carbondioxide?A lit splint gives a squeakypopWhat is the test forhydrogen?It turns limewater milkyFor Example:Helen
Order of play• To start, any pupil reads out their question• The pupil with the corresponding correctanswer reads it out• That pupil then reads their question• Another pupil answers• Make it competitive!• Every pupil is fully involved in the wholeactivity!Lets play thegame!!!
Think-pair share• Pose a question• Allow students to think• Then discuss in pairs• Then share answersVasyYour turn:What shouldbe the laterule for nextyear?
Question BombStudents write a questiononto a piece of paper/postit noteOnce they have writtenit, they scrunch it up into aball…Students must answer thekey question they get…thrown at them (!)Helen
How does it work?1. POSE• Provide a question, ensuring that you askthe students to remain reflective• Insist on hands down before the questionis delivered
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 reflectionfor as long as possible
3. POUNCE !• Directly and quickly, ask Student A to answer• Wait for an answer... pause...4. BOUNCE !• Ask another Student B (immediately) afterwards,their opinion of student As answer• This can be developed further by askingstudents B and C, their opinions to student Asresponse (irrespective if the answer is correct ornot)Why do we use Q’sin the classroom?
Using Blooms Taxonomy• 1956, Benjamin Bloom & educationalpsychologists developed a classification oflevels of thought important in learning• We may tend to ask more questions at thelowest level, the ‘recall’ of information.• Blooms helps to ask more higher orderquestions which require more extensive andelaborate answers03/06/2013Vasy
An Example...Bloom’s Taxonomy and cues Planned questions Taxonomylevel1. KnowledgeList, define, tell, recall, identify, labelcollect, tabulate, quote, name, who,when, where1. List2. ComprehensionSummarize, describe, interpret,contrast, associate, distinguish,estimate, differentiate, discuss,extend2. Describe3. ApplicationApply, demonstrate, calculate,complete, illustrate, predict, show,solve, examine, modify, relate,change, classify, experiment,discover, use3. Predict4. AnalysisAnalyze, separate, order, explain,connect, classify, arrange, divide,compare, select, explain, infer, breakdown, differentiate4. Explain5. SynthesisCombine, integrate, modify,rearrange, substitute, plan, create,design, invent, what if?, compose,formulate, prepare, generalize,rewrite5.SynthesiseCreate6. EvaluationAssess, evaluate, appraise, justify,defend, decide, rank, grade, test,measure, recommend, convince,select, judge, discriminate, support,conclude, compare, summarize6. JustifyList some biological molecules found in humansthat contain NitrogenNitrogen makes up 78% of the gas in theatmosphere. Describe how plants obtain Nitrogenfrom their environment.From your knowledge of Nitrification and theNitrogen cycle, Predict what would happen tocrops growing in waterlogged soil and explain yourprediction.Explain the difference between the Soybean plantgrown with a source of Nitrogen and the plantgrown without a source of nitrogenSynthesise a flow diagram to show the processesthat occur in Nitrification. From the information inyour group’s source material, create a flowdiagram of the whole nitrogen cycleJustify why a farmer would choose to use afertiliser that contained ammonium nitrate ratherthan a fertiliser that contained potassium nitrate
Focus9.20 – 11.15: Time in departments1. Think of a way in which your departmentcould use at least one of the techniques wehave just shown you2. Also discuss your own questioning activitieswith a new idea to feed back to us (at 11.15)3. Share your new questioning idea on the blog11.15 – 11.20: Feedback in this room