teaching & learning learners how many are on board? how do you know? progress & learn...
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Teaching & Learning
LEARNERSHow many are on board? How do you know?
Pro
gre
ss &
Learn
PU
BLI
SH
ING
O.
Insp
ect
or
Engagement through QuestioningA GUIDE TO
L. W
alk
IS IT TYPICAL?
Beyond Expected ProgressH
WG
A P
ublis
hing
L. O
bser
vatio
n
Marking & Feedback
A.
Teach
ers
W
ork
loa
dW.
Scr
uti
ny
Teaching and Learning19th May 2015
Teaching and Learning CPD Partnership
Driving Question: How can we shape our questions to support and stretch student learning?Challenge Question:How can we ensure our questions are posed to the right students?
Be able to use Blooms Taxonomy to confidently plan questions that require higher order thinking.
Be able to use Blooms Taxonomy to pose questions and confidently ask follow up questions to specific students to stretch even further.
Be able to use Blooms Taxonomy to pose questions and direct them to specific students in my classes.
Warm
Hot
Scorching
Teaching and Learning CPD Partnership
In pairs:One person ask the
questions whilst the other one answers.
Consider – Whether they are open or closed Q’s and lower or higher order.
Teaching and Learning CPD Partnership
CLOSED QUESTIONS - DefinitionA closed question can be answered with either a single word or a short phrase.
Thus 'How old are you?' and 'Where do you live?' are closed questions. A closed
question can be answered with either 'yes' or 'no‘ or one short answer.
Using closed questionsClosed questions have the following
characteristics:They give you facts.
They are easy to answer.They are quick to answer.
They keep control of the conversation with the questioner.
OPEN QUESTIONS - DefinitionAn open question is likely to receive a long
answer. Although any question can receive a long answer, open questions deliberately seek longer answers, and are the opposite of
closed questions.
Using open questionsOpen questions have the following
characteristics:They ask the respondent to think and reflect.
They will give you opinions and feelings.They hand control of the conversation to the
respondent
Part 1 - Questioning Techniques Good questioning enables:- the teacher to check understanding- the teacher to pitch the lesson to suit the needs and abilities of the students- it allows pupils to verbalise their thinking by explaining their answers and reasoning
Research shows that teachers tend to concentrate on knowledge recall type questions (about 75% plus)- Planning specific types of questions using the hierarchical Blooms overcomes this- Starting with the higher order
questioning adds challenge- Start by asking students to pose
questions.
Teaching and Learning CPD Partnership
Teaching and Learning CPD Partnership
In pairs:Use the questions from earlier and
place them on the Blooms Triangle as to where you feel that they are
positioned for low to higher order thinking skills.
Now: Use the empty pyramid and pose a series of questions for one of your lessons. If you can’t think of a topic – use the following for PSHE:
‘The risks of social media on privacy’
Connecting the dots
• What are the dots starting points and positions?• Is the gap between the dots too large?• Is the gap between the dots too small?• Are the dots in the right place?• Are the dots numbered correctly?• Can I group the dots?• Can I connect some of the dots together?• Can the dots move to a different position?• When all the dots are connected what does it look like?
Teaching and Learning CPD Partnership
Where is the emphasis
in your lessons?
Giving students the
complete picture or
helping them join the
dots through
questioning?
Teaching and Learning CPD Partnership
Task
In your pair - Using your planned questions for the topic. Write next to the question who you would target and discuss why.
Intervention is not about telling students the answer, giving them your understanding and making sense for them.Intervention is about providing more dots – clues or pointers – that will help unblock students’ thinking and, when necessary, redirect their attention. This may require you transferring information on occasion although often will be in the form of probing questions.
(Mike Hughes)
Start with the image and ask the students to pose questions.It is less threatening to pose a question rather than answer one.
What?When? Where?Why?How?Who?
Teaching and Learning CPD Partnership
Alert with a name….
Pause for thought.
Give wait time.
Signpost the learning journey
Ask direct questions to specific students.
Teaching & Learning
LEARNERSHow many are on board? How do you know?
Pro
gre
ss &
Learn
PU
BLI
SH
ING
O.
Insp
ect
or
Engagement through QuestioningA GUIDE TO
L. W
alk
IS IT TYPICAL?
Beyond Expected ProgressH
WG
A P
ublis
hing
L. O
bser
vatio
n
Marking & Feedback
A.
Teach
ers
W
ork
loa
dW.
Scr
uti
ny
Thank you for listening and taking part.