Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This presentation was delivered as part of TeachMeet Leicester: Digital Literacy #TMDL14, held at Crown Hills Community College on 18th March 2014.
For our round of the event, see: http://lccdigilit.our.dmu.ac.uk/2014/03/20/tmdl14
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This presentation was delivered as part of TeachMeet Leicester: Digital Literacy #TMDL14, held at Crown Hills Community College on 18th March 2014.
For our round of the event, see: http://lccdigilit.our.dmu.ac.uk/2014/03/20/tmdl14
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
http://www.tes.co.uk/teaching-resource/The-Revised-Bloom-Buster-6325047/
An update to the amazing Bloom Buster resource from Mike Gershon - to update to new Bloom's taxonomy. Mike's resource is brilliant for a questioning booklet for planning purposes or for a display to support questioning in the classroom and really useful to support teachers who are developing their planning around questioning.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. AfL Reflection
• Following on from the previous session on Session Objectives, how
has your approach to assessment developed?
• Discuss in groups of two or three which method(s) of AfL you have
tried, how successful they were and which methods you still plan to
try.
• Articulate then answer
• Traffic lights
• Bouncing questions
• Peer marking
• Thumbs up/down
• 2 stars (positives) and a wish (area for development)
3. Question time
• Ask and answer the two questions you have been given in
groups of 2-3.
• Evaluate how effective the question was at gathering
information and generating discussion. Consider the quality of
the questions. Which questions were/weren’t effective and
why?
4. Objectives
• Understand the theory behind using questioning effectively.
• Know different strategies to question students.
1. Explain the impact that effective questioning has on quality of
learning, teaching and assessment.
2. Apply understanding of this to select appropriate questioning
strategies to use at different stages of learning.
By the end of the session you will be able to:
5. How important are questions?
To what extent do you agree with the following statement?
Discuss in small groups.
The quality, timing and methods of
asking and answering questions
plays a key role in delivering
outstanding learning, teaching and
assessment.
6. How do we learn?
Most
learning
happens here
- Lecture
- Reading
- Audiovisual
- Tutor-led demonstration
- Discussion
- Practice doing
- Teach others/ immediate use
Rate of learning
retention
7. Why question?
• Questioning is a key aspect of the teaching and learning process.
• There is evidence that teachers can improve their use of questions
by focusing on types of questions and strategies for using them.
• Questions should draw students into the learning process as well
as checking acquisition of knowledge.
Research shows that effective teachers use more
higher order questions and open questions than less
effective teachers do.
8. What do you do more often?
• Pose questions to the group as a whole or nominate individuals
directly?
• Allow students to discuss their answer with a partner or pounce
on them immediately to share their ideas?
Do you (all) understand?
Does that make sense?
Everybody okay with that?
Any questions?
9. Are we using questions
effectively?
• Most teachers’ questions are answered in less than a second,
often by the teacher themselves. Increasing wait time to 3
seconds for lower-order and 10 seconds for higher-order
questions improves the quality of answers.
• Students fear being made to look silly and this inhibits them in
answering. Strategies are needed to overcome this.
• The importance of students articulating ideas themselves means
that it is also important to try to get them to ask questions.
Improving questioning was one of the keys to raising attainment
identified by Black and Wiliam in Inside the Black Box.
10. Is my use of questioning
effective?
• Questioning techniques need to be varied. Over reliance on the
‘volunteer’ method is to be avoided.
• Questioning is a key tool in Assessment for Learning strategies:
• For allowing the teacher to assess learning
• For involving students in applying assessment criteria
• For developing listening skills
• Crucially, students need time to think.
11. What questions to ask?
Using information to move forward in a creative way
Ability to make judgements about the nature of
information
Ability to investigate elements of the information
Consideration of practical relevance of
information
Showing understanding of the information
remembered
Recall of factual information
13. Types of questions
Why do you think...?
What happens when...?
What does this suggest?
What do you think will
happen?
What is the function of...?
State a point of view...
Propose an alternative...
How else would you...?
What conclusion…?
Which is more important...?
Why is this valid?
How can you defend...?
What is the name
for…?
Name this...
Lower order questions
Higher order questions
14. What questions to ask?
Create 3 questions for the
image to the left.
• 1 at knowledge level
• 1 at middle level of your
choice
• 1 at evaluation level
Write these down on your
whiteboards.
15. Objective recap
1. Explain the impact that effective questioning has on quality
of learning, teaching and assessment.
To check that we have achieved this objective, please summarise
the following (orally):
• the role that questioning plays in delivering outstanding
learning, teaching and assessment;
• how Bloom’s Taxonomy can be used to ensure effective
questioning.
16. Putting it into practice
2. Apply understanding of this to select appropriate questioning
strategies to use at different stages of learning.
18. Increase ‘Wait Time’
• Most teachers’ questions are answered in less than a second,
often by the teacher themselves.
• Increasing wait time to 3 seconds for lower order questions and
10 seconds for higher order ones improves the quality of
answers.
19. No Hands up
• Students cannot shout out OR put theirs hands up to indicate
that they know the answer to the question.
• Teacher chooses the students to answer question.
• Keep them on their toes!
• Students can use a phone a friend if they are really struggling.
20. Phone a friend
• Empower a struggling student, who does not
have the answer to your question, by asking
them to choose three students, who have an
answer ready
• Students give their answers
• The struggling student chooses the ‘best’
answer and explains their reasons for their
choice.
21. Olympic challenge questioning
• Stage plenary questions in terms of
• Bronze
• Silver
• Gold
• Stage questions to increase the level
of challenge:
• What is this called?
• When would you use it?
• How does it work?
24. Hot Potato
• A question is posed by the teacher – ‘wait
time’ given
• Ball thrown to a student (carefully!)
• Student gives response
• Student poses question, waits 10 seconds
and tosses ball to another student
• This can then be repeated as much as
necessary
25. The ‘Annoying infant’
• Ask a question
• Leave ‘wait time’
• Ask a student for a response
• Then act like an ‘annoying infant’ and
repeat ‘so what?’ or ‘why?’ after each
response.
26. Socratic Questioning
• This creates a critical atmosphere which gets students
questioning in a structured way.
• 1. Clarify – Why do you say that?
• 2. Challenge – Is that always the case?
• 3. Evidence – What's the evidence?
• 4. Viewpoints – Can you see this another way?
• 5. Consequences – If that happened, what would…?
• 6. Question – Why is this question important?
27. Hinge Point Questions
• Planned questions at pivotal points in the session to formatively
assess. This enables you to see whether to proceed or whether
more work is needed before moving on to the next part of the
session.
• Use closed questions eg multiple choice
• E.g. when did World War 2 begin in England?
• A) 1919 B) 1938 C)1939 D) 1940
Remember the BAD question examples from
earlier? These would make poor hinge questions.
28. Four corners
• A good technique to wake students up!
• Students are asked a question. In each of the
four corners of the classroom, an opinion or
response is posted. Students move to the corner
of the room they would choose.
• They can then:
• discuss in the corner why they’ve chosen this
option;
• meet in the middle of the room to discuss and
try to convince an opposing side.
29. If this is the answer, what is the
question?
• Works well to recap key information.
• Used on Mock the Week and other game shows so is a familiar
format for students.
• Provide an answer. Students work together to construct the
question that goes with this.
30. Pose-pause-pounce-bounce
• Traditional questioning
uses pose and pounce.
• The pause allows time for
students to think and give
better answers.
• The bounce encourages
students to respond and
analyse the question in
more detail.
31. Session objective with question
• Pose a question in conjunction with a session objective.
For example:
Explain the impact that effective questioning has on quality
of learning, teaching and assessment.
(How) is it that better questions make
for better learning?
32. Teaching others – Practical
Strategies
• Snowballing
• Once students have thought of
the answer, they pair and share
ideas.
• They then join with another pair
and each take time sharing their
answers and asking questions
of each other.
• This can go on and on ...(if
appropriate) before feeding
back.
33. Teaching others – Practical
Strategies
• Envoying (market place)
• Group work where ideas recorded
• One envoy visits another group for
a minute, collecting information and
asking questions.
• The envoy returns to original group
and communicates findings for
inclusion.
• Teacher questions groups.
34. Objective recap
2. Apply understanding of this to select appropriate questioning
strategies to use at different stages of learning.
To check that we have achieved this objective, please identify
which strategies of those we have looked at would work well
with the students you work with and why.
35. Too much?
Homework:
• Don't try them all!
• Just choose one strategy
you don’t already use and
feedback how it went in the
next session.
Editor's Notes
Ball Bounce activity
Use Whiteboards here and in pairs ask to put in correct order.
Then show and share results with groups next to each other.
Point out that open questions (ie not y/n questions) is different to open questioning (where tutors do not nominate individuals)
Hand out Photograph related question prompts and in groups of 2-3.
Answer sheet provided for the tutor (also use link to show web page with answers on).
Activity – Matching questions to the different levels of BLOOMS. Hand out cards.
Check answers and feedback.
Staff able to use questions used on the Photo of the boys as a guide to help them.
Hand out Question Technique Postcards
Staff to discuss in pairs which techniques they know/can figure out and how these question techniques work/which work best in different situations.
Techniques with a star next to them are hyperlinked – click the text of the strategy within the word cloud here. To then return back to this slide, click the mini graphic in the bottom left-hand corner of any of the explanation slides.
THEN – invite any further strategies that teachers use which they’d like to share.
Click the ‘more’ graphic to look at two other effective strategies commonly used (if you think the group can take any more ideas).