Questioning techniques to challenge your students January 2007

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Questioning techniques to challenge your students January 2007 www. londongt. org/teachertools

Questioning techniques to challenge your students January 2007 www. londongt. org/teachertools

‘In the middle of difficulty lies opportunity. The important thing is not to stop

‘In the middle of difficulty lies opportunity. The important thing is not to stop questioning. ’ Albert Einstein 2

It’s a fact that… § § An average teacher asks 400 questions in a

It’s a fact that… § § An average teacher asks 400 questions in a day That’s 70, 000 a year! One-third of all teaching time is spent asking questions Most questions are answered in less than a second Steven Hastings TES 4 July 2003 3

What is the purpose of questions? § To interest, engage and challenge § To

What is the purpose of questions? § To interest, engage and challenge § To check on prior knowledge § To focus thinking on key concepts and issues 4

The purpose of questions § § § 5 Interaction Challenge Influence Progress Assessment

The purpose of questions § § § 5 Interaction Challenge Influence Progress Assessment

What are the pitfalls of questioning? § Asking too many closed questions § Yes

What are the pitfalls of questioning? § Asking too many closed questions § Yes or no questions § Short answer recall-based questions 6

Reflect on your questions § Allow students time § Use challenging language § Value

Reflect on your questions § Allow students time § Use challenging language § Value students’ responses 7

Questioning § Self understanding § Planning and classroom practice § Differentiate questions 8

Questioning § Self understanding § Planning and classroom practice § Differentiate questions 8

Types of questions § § 9 Empirical Conceptual Value questions Bloom’s taxonomy

Types of questions § § 9 Empirical Conceptual Value questions Bloom’s taxonomy

Bloom’s taxonomy of questioning § § § 10 Knowledge – describe, identify, who, when,

Bloom’s taxonomy of questioning § § § 10 Knowledge – describe, identify, who, when, where Comprehension – translate, predict, why Application – demonstrate how, solve, try it in a new context Analysis – explain, infer, analysis Synthesis – design, create, compose Evaluation – assess, compare/contrast, judge

Three Little Pigs § § § § § 11 What would you have done?

Three Little Pigs § § § § § 11 What would you have done? Can you think of a different ending? What happened in the story? What would you have built your home from? Give examples of how the third pig showed his cunning? How did the wolf manage to blow down the two homes? Why did the three little pigs have to leave home? How would you defend the wolf’s action? Which part of the story did you like best?

Dalton’s questions § § § § 12 Quantity questions Change questions Prediction questions Points

Dalton’s questions § § § § 12 Quantity questions Change questions Prediction questions Points of view questions Personal involvement questions Comparative association questions Valuing questions

Checklist § § § 13 What is the question trying to achieve? Looking for

Checklist § § § 13 What is the question trying to achieve? Looking for overall patterns and relationships Making decisions and judgements Creating something new Solving problems

Tips § § § § 14 Plan for questioning Wait for an answer –

Tips § § § § 14 Plan for questioning Wait for an answer – use think/pair, share sessions Ask open questions Use questions to develop collaborative work Know the answer to your questions Start a lesson with a question Review the questions in the plenary session

Teaching is the art of asking questions. Socrates Good learning starts with questions, not

Teaching is the art of asking questions. Socrates Good learning starts with questions, not answers. Guy Claxton, Bristol University 15

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Levels of Questioning Questioning Questioning the Text WhatLevels of Questioning Questioning Questioning the Text What
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QUESTIONING TECHNIQUES Goals and Objectives Why Use QuestioningQUESTIONING TECHNIQUES Goals and Objectives Why Use Questioning
Classroom Questioning Basic elements of Classroom Questioning techniquesClassroom Questioning Basic elements of Classroom Questioning techniques
Questioning Techniques Questioning Second most widely used teachingQuestioning Techniques Questioning Second most widely used teaching
Socratic Questioning z What questioning techniques have youSocratic Questioning z What questioning techniques have you
ASSESSMENT IS FOR LEARNING EFFECTIVE QUESTIONING Effective questioningASSESSMENT IS FOR LEARNING EFFECTIVE QUESTIONING Effective questioning
Powerful Questioning Powerful questioning What characterizes a powerfulPowerful Questioning Powerful questioning What characterizes a powerful
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Effective Questioning The purpose of Questioning To interestEffective Questioning The purpose of Questioning To interest