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AFL: Questioning Elaine Emmerson: Henley High School

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AFL: Questioning Elaine Emmerson: Henley High School

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    2. How it all started OFSTED identified targets SIDP global targets Use of Data Raising boys achievement ICT Arts AFL (Assessment for learning strategies)

    5. How the AFL SIDPAT Group developed. Sharing good practice Deciding on a focus Pulling together resources Using research Creating a guide

    6. Why Questioning? Teachers ask approximately 45-100 questions per half hour We think we only ask between 12-20 per half hour 67-95% are recall questions OFSTED focus for more pupil led lessons

    7. Why Question? Good questions can… Make students think Be used to find out what students already know Find out how students have interpreted the information from the lesson Can use the students current knowledge to develop new knowledge. Teachers should… Give students think time to answer the questions Build up a sequence of questions

    8. Ways to improve Questioning Prepare key questions to ask; Ask fewer and better questions; Use appropriate language and content; Distribute questions around the class; Ensure equal balance of questions amongst gender. Give pupils “thinking time” to respond to questions, and pause between them; Use questions to make progressive cognitive demands; Prompt pupils, give cues; Use pupils’ responses ~ even incorrect ones; Encourage pupils to ask questions; Listen, and acknowledge pupils’ responses positively.

    9. Starter Activity Blooms Taxonomy has 6 category’s hierarchical. Can you list them? The starting letters are below. Can you put them in order?

    10. Starter Activity Blooms Taxonomy has 6 category’s hierarchical. Can you list them? The starting letters are below. Can you put them in order?

    11. Bloom’s Taxonomy The questions in this guide are based on Bloom’s Taxonomy. Bloom intended us to view his category’s hierarchical, that is, as people advance through the taxonomy they can be said to know more or to know more about the idea at a higher or deeper thinking. Remembering (Knowledge) is the simple recall of facts Understanding (Comprehension) is using those facts to explain ideas and events Applying (Application) is using the facts and ideas in different contexts and to solve problems Analysing (Analysis) is finding reasons for why events happen and offering ideas and strategies to solve problems Creating (Synthesis) is putting reasons and explanations together to create new knowledge Evaluating (Evaluation) is making judgments about ideas and information based on reasoned and synthesised knowledge.

    12. Henley High School Guide to Questioning

    13. Rationale Questioning is a classroom practice used by all teachers and because its so common, it is often taken for granted. It is a way of assessing pupils progress and learning (AFL) This guide offers guidance and support to all teachers to improving their questioning skills.

    14. INSET: Activity 1 In your departments discuss/read through the ‘Henley’s Guide to Questioning’ Choose a unit of work or a particular lesson from your SoW. Use this time to identify a set of questions using the hierarchy to suit different abilities for your chosen lesson/unit of work. If you have time, you can add these to your SoW

    15. INSET: Activity 2 Spend time reviewing the ‘Visual Tools’ Using the same lesson plan/unit of work as the questions, identify a starter and a plenary using one or more of the visual tools. TEEP WEBSITE: www.teep.org.uk

    16. Other Elements of AFL Appropriate lesson structure Starters & Plenaries Sharing lesson objectives Effective questioning and dialogue Feedback (marking, written, oral, group, individual) Verbal and Self and Peer Assessment Curricular target setting Use of wait time and traffic lights.

    17. References ‘Questions for Thinking’ First WCC Edition 2009 Blooms Taxonomy TEEP

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