Effective Questioning Possible Answers A Questioning which increases
Effective Questioning
Possible Answers A – Questioning which increases the cognitive demand of pupils and supports pupils developing their own learning. A - It’s effective because it leads to greater reflection and it informs learning. A - It is because questioning is quick, easy and there is little need for preparation; on the other hand key questions need thorough preparation and only offers a limited amount of differentiation.
Today’s Learning Outcome You will understand general principles of … • Fat and thin questions • No hands approach
Fat Questions Definition: Ø A fat question is designed to promote higher order, independent thinking.
Thin Questions Definition: Ø A thin question is one which elicits a limited or definitive response typically asking for a pupil to share knowledge or demonstrate comprehension, or or apply a skill.
CREATIVITY Taxonomy Evaluation: Synthesis: Bloom’s appraise, defend, predict compose, design, develop Analysis: compare, contrast, categorise Application: Comprehension: Knowledge: demonstrate, illustrate, solve describe, explain memorise, name, recognise, recall
English Example • What scene does the poet describe in the first quatrain of the sonnet? • Can you describe some features of the scene? • How does the poet convey the scene? • How effective is he in doing so?
Task 1 • Using the Three Little Pigs and Bloom’s Taxonomy develop a series of questions which increases the cognitive challenge for pupils.
Possible Answer • What happened in the story? • How did each of the pigs respond to the wolf’s request to be let into their house? • What does the response of the first two pigs tell you about them? • Give examples of how the third pig showed his cunning? • How would you defend the wolf’s action? • Which part of the story did you like best and why? • Can you think of a different ending?
PE Example – [Line out in game of rugby] • Which players should the hooker throw the ball to? • What are the jobs of players positioned at one, three and five? • How could the players make it harder for the opposition to work out where the ball is going? • Can you develop the number of variations players could adopt in a line out?
Science Example • What term is used to describe a liquid changing into a gas? • Can you describe what changes happen to the particles in a liquid during this process? • How would such changes compare in a puddle of water on a sunny day and on a cloudy day? • Do you agree that this change can be described as a chemical process?
Task Two Teaming up with a department colleague choose a topic, develop a sequence of questions and be prepared to demonstrate how your series of questions follows Bloom’s Taxonomy.
No Hands Approach Ø What is it? • You as the teacher choose who in the class will respond to your questions and pupils do not need to raise their hands.
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