The document discusses the importance of effective questioning in classrooms to engage and challenge students, checking their understanding and stimulating deeper thinking. It distinguishes between lower and higher cognitive questions, emphasizing the need for educators to foster an environment where all students feel comfortable engaging with challenging questions and formulating their own. Ultimately, transforming classrooms to support this type of inquiry-based learning requires significant effort from teachers to monitor, adjust questioning practices, and encourage student-generated questions.

1. Effective Questioning in the classroom by C Thompson

2. to interest, engage and challenge pupils; to check on prior knowledge and understanding; to stimulate recall, mobilising existing knowledge and experience in order to create new understanding and meaning; to focus pupils’ thinking on key concepts and issues; to help pupils to extend their thinking from the concrete and factual to the analytical and evaluative

3. to lead pupils through a planned sequence which progressively establishes key understandings; to promote reasoning, problem solving, evaluation and the formulation of hypotheses; to promote pupils’ thinking about the way they have learned.

4. These levels, in ascending order of sophistication, are: (1) knowledge (2) comprehension (3) application (4) analysis (5) synthesis (6) evaluation. More commonly questions are referred to as higher and lower cognitive questions.

5. Lower cognitive questions are those which ask the student merely to recall verbatim or in his/her own words material previously read or taught by the teacher. Lower cognitive questions are also referred to in the literature as fact, closed, direct, recall, and knowledge questions. Higher cognitive questions – (challenging questions) are defined as those which ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. Higher cognitive questions are also called open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions.

6. Education specialists, Jackie Walsh and Beth Sattes (2005), authors of Quality Questioning: Research-Based Practice to Engage Every Learner, claim that knowing how to formulate quality questions is only the first step in the process of transforming classrooms to challenging environments http://download.intel.com/education/Common/ph/Resources/DEP/projectdesign/transforming_classroom.pdf They argue that if educators wish to engage all students in answering the questions, they must also teach new questioning behaviours to students and adopt classroom norms that support them

7. Establish a risk-free setting where students feel comfortable asking and answering questions Make sure that everyone understands that no question is a bad question Always allow plenty of time for students to formulate, process, and answer the questions

8. Next, assign projects that require students to answer the challenging or “big questions” and back them up with evidence In the beginning, students that are unfamiliar with open-ended questioning, most likely will need guidance as well as assurance that there may be many right answers. Provide students with appropriate scaffolds that will ensure success and frequently monitor their work Remind students to provide rationale for their opinions and to formulate hypotheses, based on facts.

9. Use probing techniques to urge students to clarify their ideas and explain their reasoning Then, challenge them with even more complex questions Help students to understand that in order to answer the big questions, they may need to address the smaller questions first. Once students are accustomed to exploring and answering open-ended questions supported by evidence, take a step back and assume the role of facilitator. Teach students how to generate their own questions and encourage them to elaborate and build on each other's ideas (Look at Sam Hopkins’ suitcase lesson on the wordpress site as a good example of this technique)

10. Finally, as you begin to assess student work, consider the effectiveness of your own questioning practices Consider this - if students are unable to adequately answer the essential questions and support their answers with evidence, is it because you need to modify the questions? Do you need to utilize more effective probing techniques to urge students to clarify their ideas and explain their reasoning? Or do you need to provide more scaffolds to ensure objectives are met?

11. If all students are not engaged in the learning, do you need to reinforce classroom practices so that all students feel free to share their ideas or state their opinions? If student work does not demonstrate higher-order thinking and include unique responses or creative approaches, do you need to modify your project requirements or assessment tools to target these skills? Or do you need to provide more practice and guidance in how to address open-ended questions?

12. Transforming your classroom into a place where all students are engaged and interested in asking and answering the big questions will require time and work, and monitoring and adjusting, but the rewards of students engaged in thinking and learning are worth the effort By teacherscpd.wordpress.com