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EPD CPD Session Using Questions to Engage and Challenge. 28 February 2012. Session Objective. To identify ways to improve questioning technique and to develop questions in order to: - promote higher order thinking - engage and challenge students - impact upon student progress. Quotes.
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28 February 2012
To identify ways to improve questioning technique and to develop questions in order to:
- promote higher order thinking
- engage and challenge students
- impact upon student progress
defined teaching as ‘the art of asking questions’.
‘Good learning starts with questions, not answers’.
Why is questioning so important?
Purpose of questions?
Generate a question that you have used in the last week in your classroom.
Teachers ask 2 questions every minute, up to 400 a day, around 70,000 a year, 2-3 million in the course of a career.
Most questions are answered in between 1 and 3 seconds (Carole Dweck).
An average of 1 spontaneous question per lesson come from pupils – to do with procedure (Wragg)
Evaluation Schedule ‘Good’ Grade Descriptors
‘Teachers have high expectations of all pupils’.
‘Teachers regularly listen astutely to, carefully observe and skilfully question groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning’
‘Teaching consistently deepens pupils’ knowledge and understanding’
Recall Questions – answers already known to you/student.
E.g. ‘Where/when did the event happen?’
Closed questions – can be answered ‘yes’, ‘no’ I can’
Rhetorical questions – answer within the question
E.g. ‘In what year was the War of 1812?’
Defensive questions – cause justification and resistance
E.g. ‘Why didn’t you complete your IL again?’
Agreement questions - seeking agreement with your opinion
E.g. ‘This is the best solution, isn’t it?’, ‘You all understand what you have got to do?’
Bloom’s Taxonomy (1952) – a framework used to develop questions that progress from concrete thinking to abstract thinking.
Hierarchy of skills in thinking:
- Children know before
- they can apply before
- they can evaluate
Explicit reference to higher order thinking skills
E.g. ‘Do you think this is the best alternative?’
‘Evaluate these alternatives.’
E.g. ‘What ideas do you have?
‘What are some of your goals?
Tentativeness – might, maybe, take a risk
‘What might be some factors that would cause…?
‘In what other ways could you solve this problem?’
Examples of question stems– handouts
Develop/create a question to ask in a lesson tomorrow – apply to your subject area.
Reflect on why it is a higher order question.
Go back to question.
Re-phrase to add rigour, challenge, high expectations, encourage higher order skills-based thinking
Ask questions to prepare students’ mental and physical state for learning
Get them thinking!
What’s The Question?
Answer – In the park
A question about everyday things that stops you in your tracks and helps you look at the world in a new way
If I lend you £1,000,000 does that make you a millionaire?
Does everything have an opposite?
If you want to fail and you succeed at failing, have you failed?
Rubbish bins gave you £1 for every sack of rubbish?
Which is biggest, best, beautiful?
Would you rather…?
Have foil teeth
5,3,1 most important?
Mind map strategies you use in your classroom
Deploy pause, prompt, probe routinely
Give ‘think time’
Think, pair, share
Encourage students to elaborate and reflect so they can demonstrate their thinking
Use non-verbal cues to signal you want more
Ask for evidence and reasoning behind an answer
Ask another student to answer a question raised by a student
‘No hands’ to encourage participation of all
Give the answer and ask students what the question is
Open up thinking/invite students to respond to others’ answers
Use ‘phone a friend’, pair rehearsal, ‘ask the audience’
Ask learning questions, open questions
Avoid gender bias
Record and share 2 strategies/key learning points to take away from session and try in the classroom.
Session evaluation: WWW/EBI