1. Deeper Questioning:
How do we use questioning effectively so that it deepens our students learning and the quality of our teaching?

2. Learning within the SOLO (Structure of Observed Learning Outcomes) taxonomy
Deep
Extended Abstract- I’m able to look at ideas and use them in a new and different way
Relational- I am able to synthsise my ideas together to see them as part of a wider context
Multistructural- I have several ideas and can make multiple responses
Unistructural- I have one idea or am able to make one response
Pre-structural- I haven’t yet formed an idea or a response
Shallow

3. Comparison to Blooms- Impact upon questioning…
Deep
LEARNING
TEACHING
Extended Abstract- I’m able to look at ideas and use them in a new and different way
Relational- I am able to synthsise my ideas together to see them as part of a wider context
Multistructural- I have several ideas and can make multiple responses
Unistructural- I have one idea or am able to make one response
Pre-structural- I haven’t yet formed an idea or a response
Creating
Analysing/Evaluating
Applying
Understanding
Remembering
Shallow

4. List Question Predict Hypothesise Sequence Distinguish Match Define
What do these question stems challenge students to do? What depth of learning would they be likely to be producing?
Define
Perform
Compare and Contrast
Complete
Find
Combine
Theorise
Justify
List
Question
Predict
Hypothesise
Sequence
Distinguish
Match

5. In Practice what does this look like for us
In Practice what does this look like for us? In our classroom, in our teaching, for our students?
Why Shakespeare?
How do Shakespeare’s plays compare to those of a modern playwright?
What did he do and why?
Who is Shakespeare?
What are my expectations of Shakespeare?
Example Curriculum model