© PMB 2007 Assessment for Learning (AfL) Unit 4: Effective Questioning.

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Presentation transcript:

© PMB 2007 Assessment for Learning (AfL) Unit 4: Effective Questioning

© PMB 2007 Learning Intentions Know and understand that effective questioning is a powerful tool for learning Be aware of strategies for effective questioning in the classroom Consider ways to generate pupils’ questions

© PMB 2007 Some Starter Questions Do you ask pupils to come up with their own ideas and to think aloud? Do you encourage your pupils to explain their reasons for their answers? Do they get the opportunity to ask their own questions? Is it okay to give a ‘wrong’ answer in your classroom? Is everybody’s opinion valued by everyone?

© PMB 2007 Climate for Learning Risk-taking culture Community of enquiry Commitment to learning for all

© PMB 2007 Activity 1 Answering the Big Questions What was the purpose of your questions during that lesson? How did you respond to the answers the pupils gave?

© PMB 2007 Why Do We Ask Questions? To manage and organise pupils’ behaviour To find out what pupils know To stimulate interest in a new topic To focus on an issue or topic To structure a task for maximum learning To identify, diagnose difficulties or blocks to learning To stimulate pupils to ask questions To give pupils opportunity to assimilate, reflect and learn through discussion

© PMB 2007 What Is Effective Questioning? Framing, delivering, timing, soliciting and responding to questions to: identify where pupils are currently in their learning; expand and deepen the learning; inform planning for future learning.

© PMB 2007 Classroom Strategies: Ask Better Questions Ask fewer questions. Ask more ‘open’ questions. Sequence questions. Prepare key questions.

© PMB 2007 Classroom Strategies: Ask Questions Better Involve the whole class. Think, pair, share. Provide think time. Try no hands up.

© PMB 2007 Classroom Strategies: Deal With Answers Productively Use wrong answer to develop understanding. Prompt pupils. Listen and respond positively.

© PMB 2007 Classroom Strategies: Generate Pupils’ Questions Model questioning for pupils. Provide opportunities for pupils to practise their skills. Plan time for pupils’ questions and for dealing with them effectively.

© PMB 2007 Key Messages Establishing the right climate is crucial. The classroom should be seen as a community of enquiry. The role of questioner does not lie solely with the teacher. Effective questioning performs three key functions: - to identify the present level of understanding; - to extend and deepen learning; and - to inform future planning.

© PMB 2007 Key Messages cont. Benefits of effective questioning include: - improving the classroom ethos/environment; - instilling the skills needed for independent learning; and - supporting the objectives of Personal Development and Mutual Understanding (at Key Stages 1 and 2), Learning for Life and Work (at Key Stage 3) and Thinking Skills and Personal Capabilities.

© PMB 2007 Planning for Questioning - Adapted from E C Wragg I dentify the key questions in relation to the learning intentions for the lesson D ecide on the level, order and timing of questions E xtend the questioning - thinking of subsidiary questions to ask A nalyse anticipated answers and responses you might give