getting students to ask the questions
TRANSCRIPT
The answer is 64What is the question?
Getting Students to ask the Questions
Who asks most of the questions in your lesson?
Why would we want to change that?
Higher order thinking involves being able to cut through and pose
questions that will guide a line of thinking,
or uncover the complexities of a
situation.
True independent thinking and learning involves being able to
research and investigate from
scratch.
Just as we would model or teach students how to generate answers, we
need to do the same for how to pose and organise
questions.
What questions would you ask
about this image?
What?When?Where?
How?Why?Who?
Which?What if?
Descriptive
Analytical
Evaluative
Content?
Origin? Source?
Prediction?
Ask the teacher
Working in groups, get students to generate questions that they would like to ask the teacher about the topic they are studying. Each group can choose one question that they can then pose and have to select their best question.
Question Wall
An interactive tool for getting students to pose questions.
1 2 3
4 5 6
7 8 9
1
Why?
2
How?
3
What?
4
How?A
Question about what you have learned.
5
Which?A
Question about what you have learned.
6
What if?
7
What if?A
Question about what you have learned.
8
Who?
9
Which?
Think Pair Share
Use the ‘think pair share’ structure to scaffold the generation of questions by students.
Do individually Do in pairs
Share with the group
Hot SeatingHot-seating is where a pupil adopts the role of a character from a book or a play, from a period in history, from another country, or from a particular perspective. Students are put under a spotlight and asked questions by the audience. Because he or she is required to ‘stay in character’, even the most reserved pupil will find this process more comfortable than you might expect, but the planning of questions to ask others in character is very very powerful.
Question DiceAs a plenary activity get students to roll a question dice – and they choose another student or group of students to pose this question to in the class. This works very well alongside the ‘phone a friend’ strategy where students can pass something onto others in the room.
Spend a lesson …Generating and refining questions, reducing and reducing them until they get to one crucial question. Spend a good amount of time reflecting on what makes a good question.
5 Good Questions1. Get students to share
their questions.2. See how many
pairs/groups came with the same questions.
3. Group and order the questions.
4. Peer to peer questioning.
Question 2
Question 1
Question 3
Question 4
Question 5
In pairs write down
5questions you know the answer
to.
5 Whys
1. Get students to ask ‘why’ 5 consecutive times.
2. This will develop a ‘deep’ answer and deep thinking.
3. This will help students sequence questions and develop a line of enquiry.
4. It is very very easy to remember.
4Q:
A:
1Q: Why are there
volcanoes? A: Because the earth’s crust is
thinner in some places
2Q: Why is the earth’s crust
thinner? A: Because the crust is split into
plates which always move.
3Q: Why do the plates always
move?
A:
5Q:
A: