1. Questioning Mini-bite
Summary of Main Points
Start with questions based lower down the Bloom’s taxonomy pyramid to
give the students confidence.
Start with questions that link to prior understanding/knowledge.
The starter could be a BIG QUESTION. Perhaps the title to the lesson could
be the starter.
What happens to a candle when it burns? Where does it go?
But ……how ‘open’ will the big question be? Do you need to provide some
structure and possibly key words.
e.g. physical change, chemical change, melting, evaporating, bonding
Elements, compounds…
How many of your questions in your modeling phase are open and how
many are closed?
(open = there are many possible answers, closed = there is one expected
answer).
Are there certain questions that would really suit being given ‘thinking
time’?
Could you revisit the BIG QUESTION later in the lesson?
In which case how have your (the students) views changed?
Reflection and evaluation. What made you change your mind? What were
the crucial pieces of evidence that changed your point of view?