1. Inquiry learning How do we support inquiry learning? Tool ID-3: Planning for effective questioning Tool # ID-3 http://mascil.mathshell.org.uk/?page_id=100

2. Overview Aim: to consider the sorts of questions that will promote inquiry learning We will: Discuss questioning as a group; Work in pairs to develop our own ideas; Read and discuss some research; Plan a lesson.

3. Questioning What kinds of questions do we ask? Which questions encourage student inquiry?

4. Think – pair- share What types of questions promote inquiry-based learning? Give some examples that you have recently used.

5. Five principles for effective questioning Sharing thoughts from the pair work Five principles for effective questioning The teacher plans questions that encourage thinking and reasoning; Everyone is included; Students are given time to think; The teacher avoids judging students’ responses; Students’ responses are followed up in ways that encourage deeper thinking.

6. Five principles for effective questioning Which of these principles do you usually implement in your own teaching? Which principles do you find it most difficult to implement? Why is this?

7. Planning for effective questioning Plan a lesson that will promote thinking and reasoning. How will you organise the classroom and resources? How will you introduce the questioning session? Which ground rules will you establish? What will be your first question? How will you give time for students to think before responding? Will you need to intervene to refocus or discuss different strategies they are using? What questions will you use in plenary discussions towards the end of the lesson?

8. Finishing off: Common mistakes Asking too many trivial or irrelevant questions. Asking a question and answering it yourself. Simplifying the question when students don’t immediately respond. Asking questions of only the most able or likeable students. Asking several questions at once. Asking only closed questions that allow one right/wrong possible answer. Asking ‘guess what is in my head’ questions, where you know the answer you want to hear and you ignore or reject answers that are different. Judging every student response with ‘well done’, ‘nearly there’ ‘not quite’. ‘Well done’ can discourage alternative ideas being offered. Not giving students time to think or discuss before responding. Ignoring incorrect answers and moving on. © Centre for Research in Mathematics Education, University of Nottingham 2013 - 2014