Teaching & Learning LEARNERS How many are on board? How do you know? Progress & Learn PUBLISHING O. Inspector Engagement through Questioning A GUIDE TO L. Walk IS IT TYPICAL? Beyond Expected Progress HWGA Publishing L. Observation Marking & Feedback A. Teachers Workload W. Scrutiny Teaching and Learning 19 th May 2015

Teaching and Learning CPD Partnership Driving Question : How can we shape our questions to support and stretch student learning? Challenge Question: How can we ensure our questions are posed to the right students? Be able to use Blooms Taxonomy to confidently plan questions that require higher order thinking. Be able to use Blooms Taxonomy to pose questions and confidently ask follow up questions to specific students to stretch even further. Be able to use Blooms Taxonomy to pose questions and direct them to specific students in my classes. Warm Hot Scorching

Teaching and Learning CPD Partnership In pairs: One person ask the questions whilst the other one answers. Consider – Whether they are open or closed Q’s and lower or higher order. In pairs: One person ask the questions whilst the other one answers. Consider – Whether they are open or closed Q’s and lower or higher order.

Teaching and Learning CPD Partnership CLOSED QUESTIONS - Definition A closed question can be answered with either a single word or a short phrase. Thus 'How old are you?' and 'Where do you live?' are closed questions. A closed question can be answered with either 'yes' or 'no‘ or one short answer. Using closed questions Closed questions have the following characteristics: They give you facts. They are easy to answer. They are quick to answer. They keep control of the conversation with the questioner. CLOSED QUESTIONS - Definition A closed question can be answered with either a single word or a short phrase. Thus 'How old are you?' and 'Where do you live?' are closed questions. A closed question can be answered with either 'yes' or 'no‘ or one short answer. Using closed questions Closed questions have the following characteristics: They give you facts. They are easy to answer. They are quick to answer. They keep control of the conversation with the questioner. OPEN QUESTIONS - Definition An open question is likely to receive a long answer. Although any question can receive a long answer, open questions deliberately seek longer answers, and are the opposite of closed questions. Using open questions Open questions have the following characteristics: They ask the respondent to think and reflect. They will give you opinions and feelings. They hand control of the conversation to the respondent OPEN QUESTIONS - Definition An open question is likely to receive a long answer. Although any question can receive a long answer, open questions deliberately seek longer answers, and are the opposite of closed questions. Using open questions Open questions have the following characteristics: They ask the respondent to think and reflect. They will give you opinions and feelings. They hand control of the conversation to the respondent

Part 1 - Questioning Techniques Good questioning enables: - the teacher to check understanding - the teacher to pitch the lesson to suit the needs and abilities of the students - it allows pupils to verbalise their thinking by explaining their answers and reasoning Research shows that teachers tend to concentrate on knowledge recall type questions (about 75% plus) - Planning specific types of questions using the hierarchical Blooms overcomes this -Starting with the higher order questioning adds challenge -Start by asking students to pose questions. Teaching and Learning CPD Partnership

In pairs: Use the questions from earlier and place them on the Blooms Triangle as to where you feel that they are positioned for low to higher order thinking skills. Now: Use the empty pyramid and pose a series of questions for one of your lessons. If you can’t think of a topic – use the following for PSHE: ‘The risks of social media on privacy’ In pairs: Use the questions from earlier and place them on the Blooms Triangle as to where you feel that they are positioned for low to higher order thinking skills. Now: Use the empty pyramid and pose a series of questions for one of your lessons. If you can’t think of a topic – use the following for PSHE: ‘The risks of social media on privacy’

Connecting the dots What are the dots starting points and positions? Is the gap between the dots too large? Is the gap between the dots too small? Are the dots in the right place? Are the dots numbered correctly? Can I group the dots? Can I connect some of the dots together? Can the dots move to a different position? When all the dots are connected what does it look like? Teaching and Learning CPD Partnership Where is the emphasis in your lessons? Giving students the complete picture or helping them join the dots through questioning?

Teaching and Learning CPD Partnership Task In your pair - Using your planned questions for the topic. Write next to the question who you would target and discuss why. Task In your pair - Using your planned questions for the topic. Write next to the question who you would target and discuss why. Intervention is not about telling students the answer, giving them your understanding and making sense for them. Intervention is about providing more dots – clues or pointers – that will help unblock students’ thinking and, when necessary, redirect their attention. This may require you transferring information on occasion although often will be in the form of probing questions. (Mike Hughes)

Start with the image and ask the students to pose questions. It is less threatening to pose a question rather than answer one. What? When? Where? Why? How? Who?

Teaching and Learning CPD Partnership Alert with a name…. Pause for thought. Give wait time. Signpost the learning journey Ask direct questions to specific students.

Teaching & Learning LEARNERS How many are on board? How do you know? Progress & Learn PUBLISHING O. Inspector Engagement through Questioning A GUIDE TO L. Walk IS IT TYPICAL? Beyond Expected Progress HWGA Publishing L. Observation Marking & Feedback A. Teachers Workload W. Scrutiny Thank you for listening and taking part.