2. Effective Questioning
Today we will think about questioning activities..
9.00 – 9.20: Some examples of questioning
activities shared by the AST’s
9.20 – 11.15: Time in departments
11.15 – 11.40: Feedback in this room
• We will ask you in departments to come up with :
(1) an example of how you could use one of the ideas
(2) a new questioning idea of your own to share
• Saqib will be coming in tomorros to show you the
AST blog
03/06/2013
3. Plenary Post Its!
• Students write down one thing they are
confused about/a question from the lesson on
a post-it note
• And then post these on the whiteboard
• A teacher/student then chooses some post-it
notes at random and these questions can then
be posed to the rest of the class
03/06/2013Vasy
Ideas or
Questions?
4. Loop card games
This game is a good way of getting students to
ask and answer questions
Pupils are given a set of cards with one question
and one answer (to a different question)
What is the test for carbon
dioxide?
A lit splint gives a squeaky
pop
What is the test for
hydrogen?
It turns limewater milky
For Example:
Helen
5. Order of play
• To start, any pupil reads out their question
• The pupil with the corresponding correct
answer reads it out
• That pupil then reads their question
• Another pupil answers
• Make it competitive!
• Every pupil is fully involved in the whole
activity!
Lets play the
game!!!
6. Think-pair share
• Pose a question
• Allow students to think
• Then discuss in pairs
• Then share answers
Vasy
Your turn:
What should
be the late
rule for next
year?
7. Question Bomb
Students write a question
onto a piece of paper/post
it note
Once they have written
it, they scrunch it up into a
ball…
Students must answer the
key question they get…
thrown at them (!)
Helen
8.
9. How does it work?
1. POSE
• Provide a question, ensuring that you ask
the students to remain reflective
• Insist on hands down before the question
is delivered
10. 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
11. 3. POUNCE !
• Directly and quickly, ask Student A to answer
• Wait for an answer... pause...
4. BOUNCE !
• Ask another Student B (immediately) afterwards,
their opinion of student A's answer
• This can be developed further by asking
students B and C, their opinions to student A's
response (irrespective if the answer is correct or
not)
Why do we use Q’s
in the classroom?
13. Using Blooms Taxonomy
• 1956, Benjamin Bloom & educational
psychologists developed a classification of
levels of thought important in learning
• We may tend to ask more questions at the
lowest level, the ‘recall’ of information.
• Blooms helps to ask more higher order
questions which require more extensive and
elaborate answers
03/06/2013Vasy
16. An Example...
Bloom’s Taxonomy and cues Planned questions Taxonomy
level
1. Knowledge
List, define, tell, recall, identify, label
collect, tabulate, quote, name, who,
when, where
1. List
2. Comprehension
Summarize, describe, interpret,
contrast, associate, distinguish,
estimate, differentiate, discuss,
extend
2. Describe
3. Application
Apply, demonstrate, calculate,
complete, illustrate, predict, show,
solve, examine, modify, relate,
change, classify, experiment,
discover, use
3. Predict
4. Analysis
Analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer, break
down, differentiate
4. Explain
5. Synthesis
Combine, integrate, modify,
rearrange, substitute, plan, create,
design, invent, what if?, compose,
formulate, prepare, generalize,
rewrite
5.
Synthesise
Create
6. Evaluation
Assess, evaluate, appraise, justify,
defend, decide, rank, grade, test,
measure, recommend, convince,
select, judge, discriminate, support,
conclude, compare, summarize
6. Justify
List some biological molecules found in humans
that contain Nitrogen
Nitrogen makes up 78% of the gas in the
atmosphere. Describe how plants obtain Nitrogen
from their environment.
From your knowledge of Nitrification and the
Nitrogen cycle, Predict what would happen to
crops growing in waterlogged soil and explain your
prediction.
Explain the difference between the Soybean plant
grown with a source of Nitrogen and the plant
grown without a source of nitrogen
Synthesise a flow diagram to show the processes
that occur in Nitrification. From the information in
your group’s source material, create a flow
diagram of the whole nitrogen cycle
Justify why a farmer would choose to use a
fertiliser that contained ammonium nitrate rather
than a fertiliser that contained potassium nitrate
17. Focus
9.20 – 11.15: Time in departments
1. Think of a way in which your department
could use at least one of the techniques we
have just shown you
2. Also discuss your own questioning activities
with a new idea to feed back to us (at 11.15)
3. Share your new questioning idea on the blog
11.15 – 11.20: Feedback in this room
19. 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.
