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Questioning For Coaching
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Questioning For Coaching

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  • Very important that coaches have a lot of strategies to improve questioning. Very important aspect of G&T and AfL Give out 3 answer cards to each coach (Bright pink). Each time the coaches answer a question they need to hand a card in. They need to use all the cards up by the end of the session. Obviously this is a strategy that can be used for inclusive questioning with pupils. The interaction between teacher and learners is the most important feature of the classroom. Whether helping learners to acquire basic skills or a better understanding to solve problems, or to engage in higher-order thinking such as evaluation, questions are crucial. Of course, questions may be asked by pupils as well as teachers: they are essential tools for both teaching and learning. For teachers, questioning is a key skill that anyone can learn to use well. Similarly, ways of helping pupils develop their own ability to raise and formulate questions can also be learned. Raising questions and knowing the right question to ask is an important learning skill that pupils need to be taught.
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    • 1. Questioning ? ? ? ? ? ? ? ? ? ? ? ? ????????????????????????? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
    • 2.
      • 135
      • 0.97 seconds
      • 84% of lessons
      • 62% of questions
      • 15% of pupils
    • 3. Questioning – some numbers
      • 135:
      • The average number of questions posed by a teacher in an hour long lesson
      • 0.97 seconds:
      • How long a teacher waits (on average) before giving the answer to a question (prompting)
      • 84% of lessons:
      • The percentage of lessons that start with a general question and answer recall session
      • 62% of questions:
      • The percentage of questions asked in any lesson that are closed / lower order
      • 15% of pupils:
      • The percentage of pupils that answer questions in any one classroom
    • 4.
      • The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)
    • 5. Purposeful questions
      • Task:
      • What is the purpose of questioning?
    • 6. Pitfalls and possible solutions
      • On the A3 sheet provided, try to come up with some ideas and strategies for avoiding the pitfalls.
    • 7. Practical tips
      • Be clear about why you are asking the questions. Make sure they will do what you want them to do.
      • Plan sequences of questions that make increasingly challenging cognitive demands on pupils.
      • Give pupils time to answer and provide
      • prompts to help them if necessary.
      • Ask conscripts rather than volunteers
      • to answer questions.
    • 8. Engaging the whole class with questioning.
      • Watch the video sequence and try to identify what the teacher does to engage the whole class
      • with questioning
    • 9. Making questioning effective
      • On your own come up with 3 ways to make questioning effective
      • Now pair up and choose
      • your best 5
      • Now join another pair and
      • come up with your top 8 tips
    • 10. Effective dialogue
    • 11.
      • A turtle makes progress when it sticks its neck out.
      • (Anon)
    • 12. Planning sequences of questions to promote thinking
      • Bloom’s taxonomy
      • Suitable for use with the entire class
      • Emphasis on certain levels for different children
      • Extend children’s thinking
      • skills through emphasis on
      • higher levels of the taxonomy
      • (analysis, evaluation, creation)
    • 13.
      • Evaluation
      • Synthesis
      • Analysis
      • Application
      • Comprehension
      • Knowledge
      Bloom’s taxonomy
    • 14. Task
      • Which objective of Bloom’s taxonomy do the questions relate to?
    • 15. Practical Bloom’s
      • Possible approaches with a class could be:
        • All children work through the remembering and understanding stages and then select at least one activity from each other level
        • All children work through first two levels and then
        • select activities from any other level
        • Some children work at lower level while others work at higher levels
        • All children select activities from any level
        • Some activities are tagged “essential” while others are “optional”
        • A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual)
        • Some children work through the lower levels and then
        • design their own activities at the higher levels
        • All children write their own activities from the taxonomy
    • 16.
      • A good teacher makes you think even when you don’t want to.
      • (Fisher, 1998, Teaching Thinking )
    • 17. Blooming Questions
      • Questioning should be used purposefully to achieve well-defines goals.
      • Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking.
      • The taxonomy involves all categories of questions.
      • Typically a teacher would vary the level of questions within a single lesson.
    • 18.
      • He who learns but does not think is lost
      • (Chinese Proverb)
    • 19. Helping pupils develop the ability to raise their own questions
      • Model the process
      • Generate questions together
      • Use generic questions
      • Play 20 questions
      • Explore a new topic
      • KWL grids
    • 20. Strategies to try
      • Whiteboards
      • Lolly sticks
      • ‘ The hat’
      • Wait-time
      • No-hands rule
      • Blooms dice
      • Answer cards
      • Think, pair share