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NQT CPD Session Using Questions to Engage and Challenge. 7 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. - PowerPoint PPT Presentation
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The Cottesloe School is committed to safeguarding and promoting the welfare of young people
NQT CPD SessionUsing Questions to Engage and Challenge
7 February 2012
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
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
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Quotes
Socrates:
defined teaching as ‘the art of asking questions’.
Guy Claxton
‘Good learning starts with questions, not answers’.
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
The importance of questioning
Why is questioning so important?
Purpose of questions?
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Make-over of a question
Generate a question that you have used in the last week in your classroom.
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Research
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)
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Ofsted
Evaluation Schedule 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’
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Unproductive/lower order questions
Recall Questions – answers already known to you/student.
E.g. ‘Where/when did the event happen?’ Comprehension questions 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?’
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Bloom’s Taxonomy (1952) Hierarchy of skills in thinking:
- Children know before
- they can apply before
- they can evaluate
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Explicit reference to higher order thinking skills
E.g. ‘Do you think this is the best alternative?’
becomes
‘Evaluate these alternatives.’
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Plurals
E.g. ‘What ideas do you have?
‘What are some of your goals?
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Tentativeness – might, maybe, take a risk
‘What might be some factors that would cause…?
‘In what other ways could you solve this problem?’
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Empowering presuppositions – communicate high expectations
‘What personal learning or insights will you carry forward into future situations?’
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Higher Order Questions
Evaluation questions Analytical questions Synthesis questions
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Extreme Question Make-over
Go back to question. Re-phrase to add rigour, challenge, high
expectations, encourage higher order skills-based thinking
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
From the beginning of lessons
Ask questions to prepare students’ mental and physical state for learning
Get them thinking!
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
What’s The Question?
Answer – In the park
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
ThunksA 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 £100,000 does that make you a millionaire?
Does everything have an opposite?
If you want to fail and you succeed at failing, have you failed?
www.thunks.co.uk
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
What ifs…?
Rubbish bins gave you £1 for every sack of
rubbish?
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
Which is biggest, best, beautiful?
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
Would you rather…?
Have foil teeth
or
feather fingers?
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Starters
5,3,1 most important?
Saw
Drill
Plane
Screwdriver
Hammer
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Other strategies for asking questions
Mind map strategies you use in your classroom
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Other strategies for asking questions
Deploy pause, prompt, probe routinely Give ‘think time’ 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 Personalise/differentiate questions 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
The Cottesloe School is committed to safeguarding and promoting the welfare of young people
Reflection
Record and share 2 strategies/key learning points to take away from session and try in the classroom.
Session evaluation: WWW/EBI
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