This document provides information and instructions for a teacher training session. It includes: - An agenda for the day with times for activities, feedback, and a blog demonstration. - Descriptions of two questioning techniques: Question Bomb and FAQ's Whiteboard. - Details on how to implement an approach called "POSE, PAUSE, Pounce, and BOUNCE" to encourage higher-order thinking through questioning. - Examples of question types from recall to evaluation using the story of Goldilocks and the Three Bears. - Instructions for teachers to develop their own questioning idea to share on the training blog.

1. Questioning

2. 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 11.30-12.00
to show you the AST blog.

3. Question Bomb
A way of allowing students to
question each other – can be used
as a plenary.
Students write a question onto a
piece of paper/post it note from
the lesson. Once they have written
it, they scrunch it up into a ball.
Students have a question ball
thrown at them must answer the
key question they get.

4. FAQ’s
Use your whiteboard for students to write
questions on throughout the lesson.
When someone posts a question tell that
person the answer and write the name of the
person you told, under the question, on the
board.
Anyone else in the class who wants to know
the answer to that same question can talk to
their class-mate.

6. How does it work?
1. POSE
• Give the context of your approach to the
class.
• Insist on hands down before the question is
delivered.
• Provide a question or a series of questions,
ensuring that you ask the students to remain
reflective.

7. 2. PAUSE...
This is the hard part.
• Ask the class to hold the thought; ... think; ...
think again...
• If students are captivated and engaged, try
holding the silence for a little while longer
and...
• Push the boundaries. Keep the reflection for as
long as possible.

8. 3. Pounce(!)
• Insist the answer to the question comes from student A
and possibly student B, directly and fast!
• Name student A to respond and don't move.
• Don't speak and nip any comments, grunts or noises in
the bud! Its magic when you can hear, see and feel a
captivated learning audience. We've all seen it.
• Wait for an answer... pause... decipher the support
needed if no response is evidently on its way.
• If student A does manage to answer, the fun part starts
here...

9. 4. BOUNCE!
• Ask another student B (immediately) after the
BOUNCE response, their opinion of student
A's answer.
• This can be developed by asking student B and
C their opinions to student A's response,
irrespective if the answer is correct or not.

10. Higher Order Thinking through questioning
HOT:
Thinking on a level beyond recalling facts.
Students have to understand the facts, infer from them, connect them
to other facts and concepts, manipulate them, apply them to solve
problems, answer questions and evaluate information.
Closed Open
Higher
order
Factual/recall –
recap or starter
lesson
Comprehension –
talk about subject
matter of the
text.
Application
– apply facts
to answer a
question
Analysis – Able
to compare and
contrast the
situation in the
text with your
own personal
knowledge and
understanding.
Evaluation –
making a
judgement,
assessing,
arguing.

11. Can you create a range of questions
about a simple piece of text?
Read through the story of Goldilocks and come
up with 1 question for each level of
questioning:
Recall
Comprehension
Application
Analysis
Evaluate

12. 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 in
this story?
Example Questions

13. Focus
1. As a department, you need to think of a way
in which you could use one of the techniques
we have just shown you.
2. As a department, you need to come up with
your own idea – be prepared to feed it back
to this group.
3. Write up your questioning idea onto the blog
for all to see.

14. Time to feedback

15. Where can I get the information from
today?
• Shared area – Folder called ‘AST’.
• This folder has all the slides used for
today, including the other groups slides.

16. Feedback for us...
• How have you found today’s inset?
• How could it be better?