The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.

1. Effective Questioning Techniques
1. Review and have greater awareness of a range
of questioning techniques
2. Identify techniques and be able to relate to
practical examples
3. Identify merits of techniques related to (Blooms)
for use in future teaching and learning.
4. Use interactive blended learning approach
Effective Questioning
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2. Use four fingers to drag between open apps
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open applications.
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3. 1. From the home page scroll left
2. Search and open:
•Aurasma
•Safari
3. Navigate back to Nearpod
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4. How often do we ask questions?
Socrates defined teaching as "the art of asking questions“
•2 questions every minute
•400 every day
•70,000 every year
•3 million over a career
•It is worth asking the right questions in the right way tes.co.uk
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5. Why so many?
• 30 - 60 per cent are procedural rather than learning-
based. They tend to be of the is-your-name-on-it? or
have-you-finished-yet? variety.
• Questioning is still a key means of knowledge
transfer accounting for one third of all teaching time;
second only to the time devoted to explanation.
tes.co.uk
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6. Why do we ask questions?
“Good learning starts with questions, not
answers.”
• Keep students engaged, involved and
alert
• Assess their understanding
• Lower order questions to remember facts
• Higher order questions to test thinking
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7. Task
• Work in a small group and try to think of how and
when you use questioning.
- Pair rehearsal
• Are there any do’s and don’ts?
– Signal/skinny question
• Use the iPads or PC’s to post your group answers on the
‘linoit’ corkboard. http://alturl.com/fzwrx 5-10 mins
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8. Do’s Don'ts
•keep quiet & wait. Research shows the optimum wait •Just give the correct answer – ask them to explain
time 3 secs for lower-order questions and 10 secs for their thought process and hopefully they will discover
higher-order. their own mistake .
•Allow the class to work together to tease out the •Ask a question they cannot answer just to prove they
answers to difficult questions. – Co constructed were not listening plus students are not so much
knowledge. afraid of getting it wrong as looking silly in front of their
peers.
•Allow the class to work together to tease out the
answers to difficult questions. [ask high challenge] •Advance towards a person when your are directing a
question at them.
•Have a question wall where students and teachers can
pin up questions they would like answered. [ask FAT] •Don’t Keep the LSA in the dark let them know what
you intend to ask – or let them signal you when their
•Set a question at the end of the lesson and they bring student knows an answer.
back a response the following day – this is a good way
to start the lesson and recap on the previous session. •Don’t allow the gifted and talented answer the
questions they select. [ask]
•When someone answers – ask someone else to
comment on their answer – rather than the teacher
making a comment.
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9. Mini Task
Review the hand out and think of an example when you
have used some or a combination of the techniques
listed.
• Thinking Time • Eavesdropping
• No Hands Questioning • High Challenge
• Basketball questioning • Staging or sequencing
• Conscripts and Volunteers • Big questions
• Phone a friend • Focus questioning
• Hot-seating • Fat questions
• Preview • Skinny questions
• Pair rehearsal • Signal questions
• Seek a partial answer
[ask thinking time, no hands, preview]
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10. Effective Questioning
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11. Effective Questioning
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12. Task (Aurasma)
Options - work in your group to discuss learning activities you
would like to plan in the near future. It can be something you
have run before but want to improve!
Decide - on ONE activity
Allow - your colleagues to come up with a plan to use
questioning techniques; discussing their merits, record
(nearpod) and be prepared to discuss how you plan to apply
them
Review Aurasma - http://tinyurl.com/d3w2bco
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13. BLOOMS
• Asking high order questions
requires a strategy use the
categories of Bloom’s
Taxonomy to help you
develop your questioning
• e.g. this activity
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14. Social learning helping to
Social learning helping to
Internalise and use
Internalise and use
knowledge to understand
knowledge to understand
NEXT Your
NEXT Your merits of the plan and apply to
merits of the plan and apply to
Judgements!
Judgements! aanew situation
new situation
Are there any other Situations
Are there any other Situations
you could apply or adapt this
you could apply or adapt this
techniques to?
techniques to?
Using learned information to
Using learned information to
decide aaplan
decide plan
organise and classify
organise and classify
techniques
techniques
What are the benefits of
What are the benefits of
applying the Identified Q’s
applying the Identified Q’s
Review and understand
Review and understand
Q. Situations using
Q. Situations using
specifically named techniques
specifically named techniques
do’s don'ts
do’s don'ts
Awareness of Question
Awareness of Question
techniques
techniques
How why have we used Q’s
How why have we used Q’s
in the past
in the past
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15. Your Pledge.
• Plan a session using BLOOM and the
questioning techniques from this session
• Attend the follow up session with your
planned ideas. We will develop IT
resources Nearpod, LinoIT, Slideshare,
Aurasma
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16. Aims
• Review and have greater awareness of a range of questioning
techniques
• Identify techniques and be able to relate to practical examples
• Plan to use or discuss a technique to use in future teaching and
learning.
• Have we been able to identify example and plan to extend levels of
questioning (Blooms)
• Use interactive blended learning approach
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