Assessment for Learning (AfL) Unit 4: Effective Questioning

1. Assessment for Learning (AfL)Unit 4: Effective Questioning

2. Learning Intentions • know and understand that effective questioning is a powerful tool for learning; • be aware of strategies for effective questioning in the classroom; and • consider ways to generate pupils’ questions.

3. Some Starter Questions Do you ask your pupils to come up with their own ideas and to think aloud? Do you encourage your pupils to explain the reasons for their answers? Do they have an opportunity to ask their own questions? Is it okay to give a ‘wrong’ answer in your classroom? Does everyone value everybody else’s opinion?

4. Climate for Learning • Risk-taking culture • Community of enquiry • Commitment to learning for all

5. Activity 1 Answering the Big Questions • What was the purpose of your questions during that lesson? • How did you respond to the answers the pupils gave?

6. Why Do We Ask Questions? • to find out what pupils know; • to manage and organise pupils’ behaviour; • to stimulate interest in a new topic; • to focus on an issue or topic; • to structure a task for maximum learning; • to identify and diagnose difficulties or blocks to learning; • to stimulate pupils to ask questions; • to give pupils an opportunity to assimilate, reflect and learn through discussion.

7. What Is Effective Questioning? • Framing, delivering, timing, soliciting and responding to questions to: • identify where pupils are currently in their learning; • expand and deepen the learning; and • inform planning for future learning.

8. Classroom Strategies: Ask Better Questions • Ask fewer questions. • Ask more ‘open’ questions. • Sequence questions. • Prepare key questions.

9. Classroom Strategies: Ask Questions Better • Involve the whole class • Think, pair, share • Provide think time • Try no hands up

10. Classroom Strategies: Deal with Answers Productively • Use wrong answers to develop understanding. • Prompt pupils. • Listen and respond positively.

11. Classroom Strategies:Generate Pupils’ Questions • Model questioning for pupils. • Give pupils opportunities to practise their skills. • Plan time for pupils’ questions and for dealing with these effectively.

12. Key Messages • Establishing the right climate is crucial. • The classroom should be seen as a community of enquiry. • The role of questioner does not lie solely with the teacher. • Effective questioning performs three key functions: – to identify the present level of understanding; – to extend and deepen learning; and – to inform future planning.

13. Key Messages The benefits of effective questioning include: • – improving the classroom ethos or environment; • – instilling the skills needed for independent learning; and – supporting the objectives of Personal Development and Mutual Understanding (at Key Stages 1 and 2), Learning for Life and Work (at Key Stage 3) and Thinking Skills and Personal Capabilities.

14. Planning for Questioning– Adapted from E C Wragg Identify the key questions in relation to the learning intentions for the lesson. Decide on the level, order and timing of questions. Extend the questioning – thinking of subsidiary questions to ask. Analyse anticipated answers and responses you might give.