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Effective Questioning


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Effective Questioning

  1. 1. Objectives <ul><li>To develop teachers’ self-awareness and analysis of their own questioning techniques </li></ul><ul><li>To identify key features of good questioning </li></ul><ul><li>To enhance the planning for and use of questions </li></ul><ul><li>To identify relevant skills and plans for professional development which teachers can then pursue </li></ul>
  2. 2. Asking questions <ul><li>TEACHER </li></ul><ul><li>What is the flower called? </li></ul><ul><li>PUPIL </li></ul><ul><li>I think it is called Betty </li></ul>
  3. 3. Some functions of questions Questions Make children think Test recall of knowledge Rouse curiosity and interest Elicit views, feelings Focus attention Stimulate interest Reflect on learning Improve confidence Check understanding Revise learning Diagnose difficulties Lead on to new learning
  4. 4. The importance of questioning <ul><li>The most common form of interaction between teacher and pupil </li></ul><ul><li>An element of virtually every lesson </li></ul><ul><li>An important influence on the extent of the progress made </li></ul><ul><ul><li>to identify misconceptions, </li></ul></ul><ul><ul><li>to determine what students understand now, </li></ul></ul><ul><ul><li>to determine that what learning has taken place and </li></ul></ul><ul><ul><li>what the next steps will be </li></ul></ul>
  5. 5. <ul><li>Asking pupils to ask questions </li></ul><ul><li>Logic </li></ul><ul><li>Sequencing </li></ul><ul><li>Justification </li></ul><ul><li>Develops enquiry skills </li></ul><ul><li>Encourages curiosity </li></ul>
  6. 6. What can you do ? Questioning strategies for teachers and pupils
  7. 7. What can we do make effective use of the questioning process? Some ideas……
  8. 8. Bloom’s Taxonomy <ul><li>Knowledge </li></ul><ul><li>Comprehension </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul>
  9. 9. 1 or 2 possible answers Think inwards What is the solution to x + 4= 10? Closed question
  10. 10. A thin answer Just one thought How many chambers are in the heart? .. Skinny questions
  11. 11. many possibilities Think outwards How could this picture be interpreted? Open question
  12. 12. A fat answer Lots of thinking What is the purpose of a shot reverse shot? FAT QUESTIONS
  13. 13. Questions are for learning Be aware that the wrong question can inhibit and prevent learning
  14. 14. Confidence and questioning <ul><li>Closed? </li></ul><ul><li>Open? </li></ul><ul><li>Extended? </li></ul>
  15. 15. Asking a question Or knowing an answer
  16. 16. Why we stop asking questions We associate intelligence with knowing the answer not asking the question
  17. 17. An answer is what you have left on the road behind you A question points to a new an exciting destination
  18. 18. Einstein's Mum used to say …. What questions have you asked today?
  19. 19. Scaffolds to questions <ul><li>Provide children with a checklist of things to consider before giving their answer to a question. </li></ul><ul><li>Enlarge it, laminate it and display it on the classroom wall </li></ul>Do I understand the question? Have I thought about the question? Have I talked about the question? Have I come up with more than one possible answer and selected the best? Do I have evidence to justify my answer or an example to illustrate it? Have I said my answer aloud or in my head to see if it ‘sounded right’? Have I tested my answer – asked myself what’s wrong with it? Does my response answer the question?
  20. 20. Effective questioning <ul><li>Reinforces, revisits </li></ul><ul><li>Staging </li></ul><ul><li>Involves all </li></ul><ul><li>Engages </li></ul><ul><li>Challenges </li></ul><ul><li>Atmosphere of trust </li></ul><ul><li>Connections </li></ul><ul><li>Encourages speculation </li></ul><ul><li>Hypothesising </li></ul><ul><li>Ask as well as receive </li></ul><ul><li>Develops listening skills </li></ul><ul><li>As a sanction for off task behaviour </li></ul><ul><li>Informs planning </li></ul><ul><li>Identifies misconceptions </li></ul>
  21. 21. Thinking about what you do and sharing good practice <ul><li>Collate some examples of good questioning techniques that are used in your Faculty to contribute to a School portfolio </li></ul><ul><li>To do this you can </li></ul><ul><ul><li>complete the questioning worksheet </li></ul></ul><ul><ul><li>Record key discussion points that have arisen from completing the worksheet </li></ul></ul><ul><ul><li>Using your differentiated objectives for a lesson, write a starter question, then adapt and refine to differentiate the question for blooms taxonomy </li></ul></ul><ul><li>Feedback your responses to help produce a school portfolio of good practise </li></ul>
  22. 22. What next? <ul><li>Tape record a question and answer session and analyse the sorts of questions you asked. </li></ul><ul><li>Build key questions into your planning </li></ul><ul><li>Make questioning a focus for your lesson observations/CPD </li></ul><ul><li>Discuss planning a sequence of questions </li></ul><ul><li>Involve pupils in the questioning process </li></ul><ul><li>Decide as an individual teacher which new strategy you are prepared to try next term </li></ul>