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Effective Questioning and Learning through talk
Wendy DelfSNS Teaching and Learning Consultant
Until recently…
• …most assessment has been to do with assessment of learning. (This is known as summative assessment)
• This tends to be carried out periodically e.g. end of unit, end of term
• It is used by teachers to prove how well pupils are doing
• Conclusions are generally reported in terms of levels, marks or grades
But in the last five years…
• …much more assessment has been assessment for learning. (This is known as formative assessment)
• This tends to be ongoing and is a feature of everyday lessons. Much of it is informal.
• It occurs whenever teachers use strategies to improve learning in their classroom
THE ACTIVE INVOLVEMENT OF STUDENTS IN THEIR OWN
LEARNINGSharing learning objectives and success criteria with learners
Using effective questioning strategies
Providing positive and specific oral and written feedback
Involving learners in peer- and self- assessment
Developing a formative approach to traditional testing
Promoting the belief that every student can succeed
Effective and planned talk in the classroom promotes independence
by:helping teachers help pupils to take the next steps in their learninghelping pupils help each other to take their next steps in their learninghelping pupils help themselves to take the next steps in their learning
Questioning
• More effort has to be spent in framing questions that are worth asking
• Increase wait time to several seconds • Ask questions that help pupils to reflect
on their thinking and learning process• Plan sequences of questioning to
develop pupils’ thinking
Pose…
Pounce…
Pause…
BOUNCE!
Effective questioning
Use of no Hands up rule
Increase wait time
Plan sequenced questions that focus on the learning objectives
Ask other pupils to comment on the answers provided by their peers
Consider the benefits of each of these techniques
Extending “wait time” beyond 3 seconds
Having a “No hands- up” strategy
Encouraging pupils to Think, pair, share
Asking questions that promote reasoning
Dialogic questioning
• What does questioning look like in your department? Does it most resemble table tennis or volleyball?
Hands up if you can remember the name of….
Table tennis questioning – the key features
Teacher to pupil interaction (ping-pong-ping…)
Sense of teacher seeking the right answer to predominantly closed questions e.g. factual recall
Reliance on hands up
Limited wait time
Responses are brief
Few opportunities for pupils to discuss in pairs or groups
Question and answer sessions dominated by a few enthusiasts
Few opportunities for pupils to formulate own questions
Pupils reluctant to offer contributions
Key features of volleyball questioning
Teacher – to pupil – to pupil – to pupil interaction
Teacher plans sequences of questions
Teacher more interested in finding out what learners think and why
Teacher avoids hands up – use of think pair share
Teacher increases wait time
Pupils encouraged to build on/challenge responses of their peers
Pupils prepared to take risks
Engaging talk in the classroom
Mystery objects
Odd one out
A
B
CD
Concept loops
Picture reveal
If a teacher asks you a question, both the child and the teacher feel obliged to try and stop that silence lasting very long. Teachers find it very hard to wait and wait and wait and children feel panicky if they don't answer quickly. But if a computer asks you, you can sit back because you don't care whether it's waiting.
Neil Mercer
A final word…
Assessment for learning is about actively involving students in the learning process, beyond anything traditional teaching has previously allowed.Prof. Paul Black