Knowledge has to be deepened through talk Enriching
Knowledge has to be deepened through talk. Enriching their ability to use language deepens learning and increases progress. It is proven. What is the difference – in terms of vocabulary (words) – between the strongest and weakest children when they enter Year 1 at primary school? 6000 words Language rich environment 500 words Disadvantaged students …. And this leads nationally to the following outcomes in Year 6 national tests 97% pass rate 72% pass rate …. So developing vocab is a core priority of us as teachers.
0. 8 seconds is not long enough to answer your difficult questions! BE DISCIPLINED … ASK A QUESTION, THEN COUNTDOWN FROM 10 IN YOUR HEAD. The truth is that the average 1986 research shows: Year 7 student takes 30 When teachers increase the wait seconds to process a time following a question to 3 question that requires an inseconds: Ø Length of answers for depth response. advantaged groups increases x 5; disadvantaged x 7 Ø Number of unexpected but appropriate reflections increases dramatically Ø “I don’t know” decreases from 30% to 5% Ø The number of questions asked by the children rises. Ø THIS IS WHAT WE WANT!!!! Ask the question. Start the silent wait time. After 10 seconds ask it again. Further wait. Take responses. This approach actively improves progress.
DEEPER KNOWLEDGE Greater progress comes from deeper understanding. Deeper understanding comes from “knowing” the knowledge in a more rounded way. In order to “know” the knowledge and be fully prepared to be tested on it, students need to be … ¨ ¨ Interested enough to want to retain it Reflective Articulate in explaining their knowledge to others Flexible at adapting that knowledge to situations
We test knowledge often through our questions …. . There is no such thing as a “good question” or a “bad question” in terms of teaching. What matters is the reason we have for asking the question, and then how we react to the responses we get …. The Art of Questioning? 1. Know your intent – what do you want to get from the question? 2. LISTEN, in order to respond. 3. Plan 4 or 5 red-hot questions in your lessons.
( NB Stages in what sense? ) NEW
Do the students know the different types of questions that you use? ie do you explicitly tell them about it? Would it be beneficial for them to know this?
“Funnelling” is a model seen as best practice in terms of layering your questions and consistently checking depth of understanding, and you can model this every lesson …. Ask a closed question Explain the rationale behind the question to check answer, and correct misconceptions Explore it in more detail to draw out opinions and alternatives What is 42 x 4 ? How did you work that out? Could you have done it any other way?
SOCRATIC QUESTIONS If we want them to really think… A teacher’s job is not to answer all of the questions. It is rather to question all of the answers.
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