1. What caused the eruption? When was the eruption? How many died last year from volcanic eruptions?? Where? What were the immediate responses? Why was it a lateral blast? How could you monitor a volcano? What type of plate boundaries create volcanoes? Planning

2. Question Matrix Whole school CPD. Post in the staff room questions can be generated that are going to help, assist, enhance T&L or other school matters. Planning – Lesson – Unit – Whole year Student – teacher identification with use / creation of questions through evaluation matrix. Marking – feedback questioning in the KSH simple to deeper feedback prompts. Apply to resources like picture analysis.

3. Planning Lesson – Unit – Whole year

6. Plan of a lesson. But do I know the type of questions I / the students will use / create? Too often in the past missed Q opportunities Objectives1.To identify and sequence the causes of the volcanic eruption 2.To rank the effects of the eruption for damage + a category you create 3.To prioritise responses for the last eruption and future eruptions 4.To create a monitoring strategy for the volcano StarterQuestion of Sport style bell work – watch the stop animation what happens next? What happened before? Main Using the provided pack as a table of 4 each choose an objective to become tutor of and explore the pack plus the iPad Google drive file for each objective. Each student uses Peer Kagan evaluation with the 7 tables for their objective Redraft Peer teach as a table Kagan 1-4 2-3 from each table switch and feedback what they have learned from their group. PlenaryLap the room 1:1 time with all students / groups. Mini plenaries Answer wall and Q wall each of the objectives

7. The Question Plan Closed/Hinge point? TV style Qs? Question Wall! Socratic Qs/ PPPB Q ordering. Number your generated Qs for appropriate stages of when to introduce them. Teacher Led or Student Led? Question grid Qs Question Monitoring (pupil names / focus) Question continuum Objective Questioning print and scribble your way to deeper thinking Questioning! Going for Gold Blockbusters Pointless Question of Sport What happens next/before MTW If this is answer.. What is Q? Columbo - What if...?; suppose...? What would change if? Viewpoints and perspectives Implications & consequences Challenge assumptions Evidence for argument Clarify ? Question the question Question Grid ?Is?PresentDid?PastCan?Possibility Would / could? ProbabilityWill?PredictionMight?ImaginationWhat?Event Where?Place When?Time Which?Choice Who?Person Why?Reason How?Meaning

9. Socratic Questioning

10. Questions for Clarification What exactly does this mean? How does this relate to what we’ve been talking about? What is the nature of…….? What do we already know about this? Can you give me an example? Are you saying…….or……..? Can you rephrase that please?

11. Questions that challenge assumptions What else could we think of? You seem to be saying…….? Please explain why/how? How can you prove or disprove that? What would happen if……..? Do you agree or disagree with?

12. Questions that probe reasons and evidence How do you know this? Show me……? Can you give me (your group) an example of that? What do you think causes…….? Can you explain………? Are these reasons valid enough? Why do you think that? What evidence is there to support what you are saying?

13. Questions about viewpoints and perspectives Are there other ways of looking at that? What do you think? what is the difference between…... and……? Why is it better than……? What is the opposite view? What are the views of your partner / group? How are…… and ……. similar? What are the strengths and weaknesses?

14. Questions that probe implications and consequences Then what would happen? What are the consequences of that? How could…….be used to…….? What are the implications of………? How does……. Affect…….? How does…… fit with what we learned before? Why is …….. important? What is the best…….? Why?

15. Questions the question What was the focus question? What other questions could relate to it? Is the question valid? Does the question give a definitive answer? Do the resources at hand allow us to explore the question? Are you saying…….or……..? Can you rephrase that please?

16. Whole school CPD Wall in the staff room questions can be generated that are going to help, assist, enhance T&L or other school matters.

17. Question Grid ? Is / does? PresentDid?PastCan?Possibility Would / could? ProbabilityWill?PredictionMight?Imagination What?Event Where?Place When?Time Which?Choice Who?Person Why?Reason How?Meaning

18. Student – teacher use / create questions

19. Question Grid ?Is?PresentDid?PastCan?Possibility Would /could? ProbabilityWill?PredictionMight?ImaginationWhat?Event Where?Place When?Time Which?Choice Who?Person Why?Reason How?Meaning Deeper Q 2nd Question Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict Underline your Q Style / Focus Question journey to deeper thinking 1st Question Style:- Blockbusters, Going for Gold, Pointless, Question Wall, What Happens Next/Before, PPPB, Objectives Qs, Thunks, ‘If this is the answer…what is the question?’,‘Just One More Question- What if…?; Suppose we knew…?; What would change if…? Socratic questioning and Socratic Circles “Why do you say that?” ….“Could you explain that further? What is the counter argument for..? But if that happened, what else would result?” or “How does… affect ….? ”Hinge point questions, Question continuum, Questioning monitor

21. Evaluation matrix Track use by students and effectiveness of use Back of books

24. End of unit assessments / quizzes Create Qs use all keywords from glossary – STACK EM Apply to game shows – Pointless, The Chase Question of Sport. Students peer assess then I judge the results / peer assessor marking

25. Solo using question matrix How am I using solo with the Question Matrix?

26. Solo ‘Stack Em’ – Jenga At the weekend one of my best friends @redhea79 took me out for a walk. As always with us it didn't take long for the conversation to focus on teaching (I know, I know). Andy told me a strategy that he has used and I LOVE IT! Firstly you need a set of Jenga like bricks. Tesco do a set called 'Stack Em' and they cost £5. These are the stimulus resource.

27. Step 1 At the end of a topic or as a revision lesson activity get students to note on each brick a keyword from the topic. This is a quick AfL task as you can see what they remember. I get mine to do it as a quick plenary or a quick starter. 7 groups working in 4s Peer assess – who has a higher stack. Class review / evaluation against glossary

28. Marking – feedback questioning in the KSH simple to deeper feedback prompts. Where is your main point? You need a clearer structure, so that your reader can identify a pattern / rank to your discussion. What is a social effect? So that people can identify the damage caused by the volcano on people. How might you make your different categories stand out? SO THAT you can quickly identify the two different effects for your revision. How could you get your audience to identify the main features of your mind map? SO THAT they interact with them first.

29. work quality improving

30. Kind Specific Helpful – Ron Berger Allow time for feedback and time to respond. Be rigorous and allow time to re-draft key pieces of work. Further Reading – John Hattie

31. Apply to resources like picture analysis.

32. Question Grid ?Is?PresentDid?PastCan?Possibility Would/could ? ProbabilityWill?PredictionMight?ImaginationWhat?Event Where?Place When?Time Which?Choice Who?Person Why?Reason How?Meaning Deeper Thinking 2nd Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict Highlight your thinking focus 1st 1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect. +-+- significance SideBefore beforeBeforeNowAfterAfter afterSide