QuestioningQuestioning

Dr E. DemoncheauxDr E. Demoncheaux

ObjectivesObjectives To understand the importance of To understand the importance of

questioning in creating effective dialoguequestioning in creating effective dialogue To recognise effective dialogue for learning To recognise effective dialogue for learning

and how it helps pupils become more and how it helps pupils become more independent learnersindependent learners

To consider strategies which develop To consider strategies which develop whole-class and/o group dialoguewhole-class and/o group dialogue

To understand that some strategies to To understand that some strategies to promote dialogue are planned in advance promote dialogue are planned in advance while others involve seizing opportunities while others involve seizing opportunities during a lessonduring a lesson

QuestioningQuestioning““Judicious questioning is nearly half the Judicious questioning is nearly half the learning”learning”

(Jerome Bruner, 1966)(Jerome Bruner, 1966)

Asking the right question has been called Asking the right question has been called the essence of good teaching as it can act the essence of good teaching as it can act as the bridge between teaching and as the bridge between teaching and learning……. A good question can stimulate learning……. A good question can stimulate pupils to move on to a more advanced pupils to move on to a more advanced stage in their thinking and provide the stage in their thinking and provide the scaffolding for new learning. scaffolding for new learning.

““Questions are key to Assessment for Questions are key to Assessment for Learning as they enable pupils to Learning as they enable pupils to realise what they know and, more realise what they know and, more importantly, what they partly know importantly, what they partly know and guide them to further develop and guide them to further develop their understanding”their understanding”

(DfES, 2005)(DfES, 2005)

““Question-and-answer sessions are Question-and-answer sessions are ubiquitous in classrooms. They are ubiquitous in classrooms. They are supposed to help students to learn, but supposed to help students to learn, but they rarely do. Rather they are a kind of they rarely do. Rather they are a kind of oral test because most of the questions oral test because most of the questions that teachers ask are closed, having a that teachers ask are closed, having a clear, factual answer that can be quickly clear, factual answer that can be quickly stated and evaluated by the teacher as stated and evaluated by the teacher as right or wrong. ……Oral tests can have right or wrong. ……Oral tests can have some value, such as maintaining student some value, such as maintaining student attention, but we should not pretend that attention, but we should not pretend that they do much in the way of advancing they do much in the way of advancing learning.”learning.”

(Hargreaves, 2004)(Hargreaves, 2004)

Top ten tactics for asking effective Top ten tactics for asking effective questionsquestions

1.Prepare key questions to ask1.Prepare key questions to ask

Be clear about your learning Be clear about your learning objectives and link the key questions objectives and link the key questions to themto them

Plan a few questions to use. Keep to Plan a few questions to use. Keep to a maximum of foura maximum of four

Embed the key questions early in the Embed the key questions early in the lesson so that they become a focus lesson so that they become a focus for the recall of learningfor the recall of learning

2.Ask fewer and better questions2.Ask fewer and better questions

Ask fewer questions. Two or three Ask fewer questions. Two or three well thought out questions are worth well thought out questions are worth ten off the top of the headten off the top of the head

Ask better questions. Balance the Ask better questions. Balance the use of open and closed questionsuse of open and closed questions

Use questions to probe and extend Use questions to probe and extend thinking. Avoid using questions that thinking. Avoid using questions that require a simple “yes” or “no” require a simple “yes” or “no” responseresponse

3.Use appropriate language and 3.Use appropriate language and contentcontent

Use language that is clear to pupilsUse language that is clear to pupils Avoid coded and ambiguous questionsAvoid coded and ambiguous questions Don't play “guess what I am thinking” Don't play “guess what I am thinking”

gamesgames

Teacher to a six year old drawing a picture Teacher to a six year old drawing a picture of a daffodil: of a daffodil: “What is this flower “What is this flower called?”called?”Child: Child: “I think it's called Betty”“I think it's called Betty”

4.Distribute questions around the 4.Distribute questions around the classclass

Position yourself carefully when Position yourself carefully when questioning. questioning.

Vary the ways in which you want Vary the ways in which you want pupils to respond to your questionspupils to respond to your questions

Give everyone a chance to contribute Give everyone a chance to contribute their ideastheir ideas

5.Allow thinking time and pauses 5.Allow thinking time and pauses between questionsbetween questions

““Teachers` wait time is students` think Teachers` wait time is students` think time. If the wait time is short, one cannot time. If the wait time is short, one cannot expect much in the way of thinking”expect much in the way of thinking”

All pupils need thinking time regardless of All pupils need thinking time regardless of their abilitytheir ability

Ensure you allow thinking time before you Ensure you allow thinking time before you expect an answer. Pupils need three to expect an answer. Pupils need three to four seconds to process their responsefour seconds to process their response

Allow thinking time after the answer is Allow thinking time after the answer is given so that more thoughtful responses given so that more thoughtful responses are encouragedare encouraged

6.Use questions to make 6.Use questions to make progressive cognitive demandsprogressive cognitive demands

Use recall question sparinglyUse recall question sparingly

Try to use more higher order Try to use more higher order questions in every lessonquestions in every lesson

7.Prompt pupils, give clues7.Prompt pupils, give clues

Utilise prompts that help pupils form Utilise prompts that help pupils form a responsea response

Link verbal prompts to appropriate Link verbal prompts to appropriate non-verbal promptsnon-verbal prompts

8.Use pupils` responses, even 8.Use pupils` responses, even incorrect onesincorrect ones

Try to use pupils` incorrect Try to use pupils` incorrect responses to advantage. Point out responses to advantage. Point out the error but focus on a better the error but focus on a better answer at the same timeanswer at the same time

9.Encourage pupils to ask 9.Encourage pupils to ask questionsquestions

Plan time for pupils` questions into Plan time for pupils` questions into lessonslessons

Model questioning for pupils so that they Model questioning for pupils so that they have examples of how to develop the skills have examples of how to develop the skills of questioning for themselvesof questioning for themselves

Provide opportunities for pupils to create Provide opportunities for pupils to create questionsquestions

10.Listen and acknowledge pupils` 10.Listen and acknowledge pupils` responses positivelyresponses positively

Talking to pupils outside as well as Talking to pupils outside as well as inside the classroom will help to inside the classroom will help to establish a rapport and trust that establish a rapport and trust that lays the foundations of questioning lays the foundations of questioning as a learning techniqueas a learning technique

Establish ground rules that will help Establish ground rules that will help pupils be comfortable with pupils be comfortable with questioningquestioning

Importance of dialogueImportance of dialogue

““Assessment for learning is at its best Assessment for learning is at its best when learning is shaped as evidence of when learning is shaped as evidence of pupils` understandings and pupils` understandings and misconceptions are being revealed during misconceptions are being revealed during dialogue. To do this well teachers need to dialogue. To do this well teachers need to draw upon their knowledge of their draw upon their knowledge of their subject, of pedagogy and most subject, of pedagogy and most importantly of the pupils themselves.”importantly of the pupils themselves.”

((Harrison, Black and Hogden, 2002Harrison, Black and Hogden, 2002))

How to plan effective dialogue to How to plan effective dialogue to support pupil learningsupport pupil learning

Use of the “big question” which demands Use of the “big question” which demands higher level thinkinghigher level thinking

Planned questions throughout the lessonPlanned questions throughout the lesson Paired to small groups to whole class Paired to small groups to whole class

dialogue (snowballing)dialogue (snowballing) Use of resources to stimulate dialogue and Use of resources to stimulate dialogue and

to evoke a responseto evoke a response Presenter circulates during group work to Presenter circulates during group work to

eavesdrop on conversationeavesdrop on conversation

How to develop dialogue as the How to develop dialogue as the lesson progresseslesson progresses

Use of effective questioning to move Use of effective questioning to move on the discussionon the discussion

Less teacher talk and more pupil talkLess teacher talk and more pupil talk Use of body language and gesturesUse of body language and gestures The use of wait timeThe use of wait time Opportunities for peer discussion Opportunities for peer discussion

where pupils display a lack of where pupils display a lack of understanding or confidenceunderstanding or confidence