Friday briefing 24th march 2017 v2
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This document provides guidance on using questioning to improve coaching and student learning. It includes: - A seating plan and notes on tracking who is questioned and receives support. - A table with question starters to generate different types of questions, such as describe, explain, analyze. - Examples of subject-specific questions that teachers could ask in science, religion, and geography. - Suggestions for how teachers can use questioning at different stages, like sparking curiosity at the start of a lesson or providing feedback and additional challenges.
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Friday briefing 24th march 2017 v2
- 1. Friday Briefing 24th March 2017 Questioning
- 2. Coaching- focus on questioning • Seating plan provided • Observer notes/tallies: Who is questioned Who receives support Types of questions asked, for example, open v closed.
- 4. Identify Describe Explain Analyse Compare Evaluate Justify Why Is How Did When Can Where Would What Will Who Might Happen Change Cause Result Affect Find Same Different Advantage Disadvantage Improve Agree Disagree Strength Weakness Use one word from all of or some of the columns to create great questions The Question Generator
- 5. Subject-specific questions Science: Can you describe why some people might disagree with a limestone quarry being built near to their house?
- 6. R.E Can you explain how somebody who believes in absolute morality might respond to the commandment ‘do not kill’?
- 7. Geography: Can you describe how humans using resources from a tropical rainforest might result in problems for animals living in the rainforest?
- 8. How to use it
- 9. 1. At the beginning of a topic/lesson • Present students with a stimulus- photo/picture/object/text. • Encourage students to ask questions- ignite curiosity. • Collect questions and decide on what the ‘big question’ could be.
- 10. 2. Learning outcomes Display these and challenge students to generate questions for the lesson. What would they like to ask? What do they need to find out?
- 11. 3. Exam Practice Present students with a model answer. What would the question be for this answer? Can they make the link between exam rubric and answer?
- 12. 4. Peer assessment After reading someone else’s work students generate a question to create further challenge. This can lead to further discussion or could be written feedback leading to written improvements.
- 13. 5. Feedback • Use these questions to enrich feedback to students and create more challenge. • Turn this into an exam question: Can you explain how somebody who believes in absolute morality might respond to the commandment ‘do not kill’? (4)
- 14. 6. Challenge the teacher • Invite difficult questions • Question box • Post-it notes/ mini-whiteboards- common questions could inform the direction of the lesson.
Editor's Notes
- Y10 focus on grammar-
- Research team- copies let me know
- Post-it notes