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QUESTIONING FOR ENGAGEMENT
Staff meeting: 2/01/2012
Great question...
Someone who hasn’t spoken yet?
Do you get it?
Is that OK?
Do you all understand?
Is anyone not clear?
Is that clear?
Is that clear?
Learning new questioning strategies may help us with...
Making students work harder than we are
Creating more positive social dynamics
Teacher says
Teacher thinks
Student says
Student thinks
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING)
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation.
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation. That’ll do! Now PLEASE leave
me alone!
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation. That’ll do! Now PLEASE leave
me alone!
“Erm... OK, but what else? What
about what we’ve just been
learning?”
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation. That’ll do! Now PLEASE leave
me alone!
“Erm... OK, but what else? What
about what we’ve just been
learning?”
COME ON! YOU SHOULD KNOW
THIS! I AM A TOTAL
FAILURE!!!
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation. That’ll do! Now PLEASE leave
me alone!
“Erm... OK, but what else? What
about what we’ve just been
learning?”
COME ON! YOU SHOULD KNOW
THIS! I AM A TOTAL
FAILURE!!!
(NOTHING)Don’t know sir.
Teacher says
Teacher thinks
Student says
Student thinks
“Sarah, what are the features of
excellent writing?”
Crikey, she hasn’t said much today (as usual),
better get her involved
(NOTHING) Oh no, here we go, CRINGE!
“Come on, you can do it, what do you think? Think about
what we’ve just been learning?”
Oh come on, for goodness sake, please know the
answer! Why doesn’t she
engage?
Punctuation. That’ll do! Now PLEASE leave
me alone!
“Erm... OK, but what else? What
about what we’ve just been
learning?”
COME ON! YOU SHOULD KNOW
THIS! I AM A TOTAL
FAILURE!!!
(NOTHING)Don’t know sir.
LEAVE ME ALONE SIR!!!!
The Evolutionary Perspective: Darwin on Q and A
How to stay alive – am I under threat?
Heart rate increase
Blood from extremities to cored
Become alert Eyes widen
Heart rate decreases
Become drowsy Eyes become
heavy
Yes – get ready for actionNo – preserve energy
Without activity, laziness is a
biological imperative!
Enhancements to Q and A?
Structured group and paired work
Examples in the booklet Simple, but may not got
smoothly at first! www.cherwelllearning.blogspot.
com
1) Effectiveness of Questioning
How might you use Quiz-Quiz-Trade in your own lessons?
Think-Pair-Share
A
B
A
B
Think – Pair - Share
1minthink time
A
B
A
B
Think – Pair - Share
