Questioning - PDF document

Questioning Module 4 Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 ¥To develop teachersÕ self-awareness and analysis of their own questioning¥To identify key features of good questioning¥To enhance the planning for, and use of, questions¥To identify relevant skills and plans for professional development (related toResources¥OHTs 4.1Ð4.7¥Handouts 4.1Ð4.7 (Handout 4.3 is OHT 4.5. Cut up handout 4.4 into separate¥Appendix 4.1, Questions for learning¥Video sequence for this module¥Flipchart and pens 4.1Introduction5 minutes 4.2Analysis of questions from pre-course task5 minutes 4.3Purposes of questions7 minutes 4.4Questioning: pitfalls and alternatives6 minutes 4.5Using questions to promote thinking20 minutes 4.6Classroom tactics for effective questioning25 minutes 4.7Questioning Ð an overview4 minutes 4.8Ready for more?3 minutesNotes for presentersIn this module, presenters should seek to model good practice in their ownquestions and responses to participants. Prompts to help to achieve this have been written into various sections. It may aid the understanding and learning ofparticipants if presenters Ôthink aloudÕ as they ask questions (for example, ÔNow IÕmgoing to pause and provide thinking timeÕ).Appendix 4.1, Questions for learning, contains further ideas and suggestions fordeveloping effective questioning and is to be distributed to participants at the endof the session.© Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning Pre-course taskAt least two weeks before the session, inform participants that they should bringwith them to the session a selection of 12 questions they have asked in recentor those used with groups or individuals. Encourage them to select questions thatrepresent the normal range and type of questions they ask.Introduction OHT 4.1¥This is an area characterised by a good deal of ÔinstinctiveÕ practice. State thatafter this session, participants will be increasingly able to reflect on and analysewhat they do currently.¥They will also be able to identify specific ways of developing questioningtechniques that will enhance pupilsÕ learning.OHT 4.2, which identifies five reasons why questions are central to teachingand learning. Importance of questioningQuestioning is a critical skill for teachers ¥the most common form of interaction betweenteacher and pupil;¥an element of virtually every type and model of¥a key method of providing appropriate challenge¥an important influence on the extent of progress¥the most immediate and accessible way for ateacher to assess learning. ¥To develop teachersÕ self-awareness and analysis of their own questioning techniques¥To identify key features of good questioning¥To enhance the planning for, and use of,¥To identify relevant skills and plans for professionaldevelopment (related to questioning) which Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 Analysis of questions from pre-course taskExplain that this activity is designed to help participants to reflect on their currentAsk participants to spend 5 minutes analysing the questions they have broughtwith them, using the handout. (One example has been provided on the handout toclarify the nature of the task.)Organise participants into groups of three or four and ask them to:¥compare their notes from the completed handout 4.1;¥generate a list of three key purposes of asking questions in lessons.In order to draw out important purposes when generating this list, participantsgoals are when they question pupils.Take brief feedback from the group, and use OHT 4.3to summarise. This feedback session presents an opportunity to effective questioning¥distributing questions carefully to include a mix of ÔconscriptsÕ and ÔvolunteersÕ;¥probing for explanation and justification. Question posedOpen/PurposeEvaluation of pupilsÕclosed?responses (impact on learning)What did we call this ClosedTo stimulate recallHelped all pupils rememberstyle of painting?a key word Handout 4.1 © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning Rearrange participants into new groups of three or four to discuss common pitfallsthat they have encountered in asking pupils questions. Show the first two bulletsOHT 4.4to prompt discussion. Take brief feedback, logging ideas on a . This presents a furthereffective questioning, particularly to:¥provide wait time / tolerate thinking time;¥use the Ôno hands upÕ rule;¥build up fuller, more sophisticated answers by layering one answer uponanother.As you do this you should attempt to reflect upon the effectiveness of your practiceso that you can adjust it for the later parts of the session.Continue with OHT 4.4 to summarise common pitfalls.¥Avoiding these pitfalls can have two key outcomes: greater pupil participation inlessons and greater depth in teaching and learning.¥Questions such as ÔCan you É?Õ or ÔAre you É?Õ may be unhelpful for pupilswith special educational needs as they may interpret the question literally andthe response will be ÔyesÕ or ÔnoÕ. Pitfalls of questioning It is easy to fall into the trap of:¥asking too many closed questions;¥asking pupils questions to which they canrespond with a simple yes or no answer;¥asking too many short-answer, recall-based¥asking bogus Ôguess what IÕm thinkingÕ questions;¥starting all questions with the same stem;¥pursuing red herrings;¥dealing ineffectively with incorrect answers or¥focusing on a small number of pupils and not¥making the sequence of questions too rigid; ¥not giving pupils time to reflect, or to pose their¥asking questions when another strategy might bemore appropriate. Purposes of questioning¥To interest, engage and challenge pupils¥To check on prior knowledge¥To stimulate recall and use of existing knowledgeand experience in order to create new¥To focus thinking on key concepts and issues¥To extend pupilsÕ thinking from the concrete andfactual to the analytical and evaluative¥To lead pupils through a planned sequence whichprogressively establishes key understandings¥To promote reasoning, problem solving, evaluationand the formulation of hypotheses¥To promote pupilsÕ thinking about the way theyhave learned Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 ¥Some pupils on the autistic spectrum often need to know why a question ispositive response, for example ÔCan you tell me the way to the station?Õ.However, questions such as ÔCan you tell me how you worked that out?Õ mayyield a ÔyesÕ response, but no more. The pupil with autistic spectrum disordersthe answer right. As an alternative, try ÔExplain to the class how you workedthat out on the whiteboard because we might like to try the same strategyÕ.Pupils are more likely to respond positively as clear direction and purpose is¥Teachers may need to consider how to use a range of questions sensitively inorder to maintain the self-esteem of individual pupils. Draw attention to , which identifies a variety of alternatives toquestioning. Ask participants to consider the examples and if possible add moreideas or examples of alternative strategies.Using questions to promote thinkingOHT 4.5 BloomÕs taxonomy ¥Knowledge Who, when, where¥Comprehension TranslatePredict¥ApplicationTry it in a new context¥Analysis ¥SynthesisCreate¥EvaluationCompare/contrast BloomÕs taxonomy ¥Knowledge ¥Comprehension ¥Application ¥Analysis ¥Synthesis¥Evaluation Alternatives to questions Alternative strategyExampleInvite pupils to elaborateÔWould you say a little more about that.ÕÔI am not sure IÕm certain I know what you mean by Speculate about the subject ÔI wonder what might happen if ÉÕunder discussionMake a suggestionÔYou could try ÉÕReflect on the topicÔPerhaps we now have a way of tackling this next time you ÉÕÔLetÕs bring this all together ÉÕOffer extra informationÔIt might be useful to know also that ÉÕÔI think that I have read that ÉÕReinforce useful suggestionsÔI especially liked É because ÉÕClarify ideasÔWe can tell this is the case by ÉÕCorrect me if IÕm wrongÔBut I thought we had agreed that ÉÕÔSo now perhaps we all believe ÉÕEcho comments / ÔSo, you think ÉÕÔJane seems to be saying ÉÕNon-verbal interventionsEye contact, a nod or raised eyebrows to encourage extended responses, to challenge or even to express Handout 4.2 © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning Make the following points. Take about 5 minutes.¥Bloom researched thousands of questions that teachers asked, and¥Research has consistently shown that the large majority of questions asked byteachers come from the first two categories, which relate to factual recall andcomprehension.¥Few questions come from the other key categories, which relate to higher-order¥Research has shown that pupilsÕ levels of achievement can be increased byregular practice of higher-order thinking. ¥Achievement at levels 5+ against the National Curriculum level descriptorsalmost invariably requires thinking in BloomÕs higher-order categories ofapplication, analysis, synthesis and evaluation.Distribute the 18 questions cut from . In groups of three or four,participants should categorise the 18 questions, according to the different levels ofBloomÕs taxonomy (handout 4.3). Acknowledge at the outset that prior knowledgeand context may have a significant influence on the ÔorderÕ of thinking required byTake brief feedback. There are deliberate subtleties built into the list of questions, especially questions 3and 4. These are designed to provoke deeper thought about the detail of wording.The main point to be drawn from these two questions is that significantly enhance their questioning by attention to their wordingChanges can readily be made which improve the engagement/involvement ofpupils and at the same time encourage more higher-order thinking.This feedback session provides opportunities to effective questioning¥the use of wait time;¥the use of supplementary questions to require justification and extend thinking Ðit would be particularly useful to ask how a question might have been posed toensure a higher-order of thinking by pupils; BloomÕs taxonomy1Which of these three tools would do that most effectively and why?2What name did we give to É?3Why did the South American Indians have no word for ÔseasonÕ?4Why do you think the South American Indians might have no word forÔseasonÕ in their language?5What does this style of painting remind you of?6What do you think is the main point the writer is making in the second7Which of these four sources might be most reliable in helping us to É?8Now, the difficult bit. Given all the conflicting arguments, where would youbuild the new refinery?9What would happen if you mixed ...?10What choices did Harold have when faced with that situation?11Which words do you already know in this sentence?12Given all of the sources we have looked at, where would you now expectthese people to have moved to?13If we are unsure, how could we set about translating É?14Why did the Normans invade ...?15What similarities can you spot between the two ...?16If this verb looks like this when it follows ÔilÕ what would you expect of these17What repeating pattern can you see in the events É?18How will you set about remembering what you have learned? Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 ¥referring one participantÕs answer to another participant to generate discussionnot dependent upon Õthe teacherÕ.The list below provides an Ôanswer sheetÕ, although it is possible to argue thatsome of the questions could be categorised differently. BloomÕs taxonomyQuestions Knowledge2, 3, 11Comprehension6, 12 1, 7, 8Classroom tactics for effective Explain that effective questioning is not just a matter of planning pupils towards key lesson objectives. Effective questioning also depends on questions are asked.The video illustrates some tactics and strategies used by one teacher in herand invite participants to log the tactics thatare used, while watching the video.The video was filmed at Eastbury School, which is a mixed comprehensive inBarking and Dagenham. Sadie Huddleston is teaching history to a Year 7 mixed-ability class.Show the After watching the video take responses from participants. Record ideas on aflipchart, to build a list of those tactics that made the questioning successful.A wide range of responses is possible. The following notes are provided not asÔanswersÕ but to support discussion and to help to identify positive features. Tactics for effective questionsIn the video extract how does the teacher:¥stimulate thinking?¥promote reasoning?¥promote extended/sustained responses?¥promote active listening?¥stimulate interaction between pupils? © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning The questioning in the sequence could help to stimulate and promote:¥The pace of questioning is unhurried.¥Wait time allows pupils to think through their answers.¥Pupils are required to formulate their own questions.¥A range of open-ended questions is asked.¥ÔWhyÕ is frequently used as the opening to questions.¥Higher-order questions which require analysis, evaluation and justification areregularly employed.¥Speculative, Ôwhat ifÕ questions requiring reasoning are used.¥Pupils are asked to discern which are the Ôbig questionsÕ.Extended/sustained responses¥Explanations of answers are routinely required.¥Questions which engage emotions or require opinions are set.¥Challenging ÔwhyÕ questions are posed.¥PupilsÕ answers are valued by the teacher.¥The teacherÕs positive eye-contact and body language encourage pupils to¥Questions are posed to conscripts as well as volunteers.¥Variety is built into the questions.¥Pupils are required to generate their own questions.¥Carefully structured Ôthink, pair, shareÕ sessions foster detailed, paired¥Pupils are encouraged to ask each other questions.¥Pupils are requested to add to and challenge the answers provided by others.. Explain that it lists a number of other very usefultechniques that teachers, at times instinctively, use to make their questioning moreproductive. Ask participants, in pairs, to:¥complete the grid, identifying possible benefits and contexts for using each¥identify those tactics they use regularly.Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 Take feedback as a Ôwhole classÕ by asking participants for quick examples from their own National Curriculum subject. As a presenter, some of thedevices/techniques listed in order to provide further exemplification. Provide copies, which gives examples of some gains, as a basis for furtherOHT 4.6to summarise the key characteristics of effective questioning.Illustrate these generalisations by referring back to examples seen in the video ordiscussed in the group or Ôwhole-classÕ activities. Effective questioning Effective questioning:¥reinforces and revisits the learning objectives;¥includes ÔstagingÕ questions to draw pupilstowards key understanding or to increase the levelof challenge in a lesson as it proceeds;¥involves all pupils;¥engages pupils in thinking for themselves;¥promotes justification and reasoning;¥creates an atmosphere of trust where pupilsÕopinions and ideas are valued;¥shows connections between previous and newlearning;¥encourages pupils to speculate and hypothesise;¥encourages pupils to ask as well as to ÔreceiveÕ¥encourages pupils to listen and respond to eachother as well as to the teacher. Effective tactics for questioningTactic or deviceBenefits/gainsExample/contextIn regular pupil to think through ananswer (before you breakPreviewing a question inPair rehearsal (of ananswer or a question)Eavesdropping andÔYou are not allowed toanswer this in less than15 wordsÕwhom you know willprovide only a partlyformed answer (whenasking difficult whole-Staging or sequencingquestions with increasinglevels of challengeProviding signals to pupilsabout the kind of answerthat would best fit the Prompts depth of thought and increases levels of challengeEnhances engagement and challengeEncourages whole-class listeningprovides challengeSignals the big concepts and learning of the lessonEncourages interaction, engagementFacilitates informed differentiationDevelops speaking and reasoning skillsExcellent for building understandingfrom pupil-based languageThe essence of purposeful questioning,moving pupils from existing knowledgeor experience (often unsorted orunordered knowledge) to organisedunderstanding, where patterns andImproves engagement and challengesall pupils to thinkHelps pupils to recognise the range ofpossible responses and to selectappropriately Effective tactics for questioningTactic or deviceBenefits/gainsExample/contextIn regular pupil to think through ananswer (before you breakPreviewing a question inPair rehearsal (of ananswer or a question)Eavesdropping andÔYou are not allowed toanswer this in less than15 wordsÕwhom you know willprovide only a partlyformed answer (whenasking difficult whole-Staging or sequencingquestions with increasinglevels of challengeProviding signals to pupilsabout the kind of answerthat would best fit the © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning Ready for more?Questions for learningand draw attention to the lastOHT 4.7increase awareness of effective questioning techniques in order to encourageparticipants to enhance their own practice. Ready for more?¥Use a tape or video recorder to record a Replay the tape to help you to evaluate thedifferent aspects of your own questioning. Youmay find it useful to focus upon whether:Ðyou asked too many questions;Ðyou had a balance of open and closed, high- and low-order questions;Ðyou encouraged opinion, informed speculationÐyou handled incorrect answers effectively;Ðyou provided thinking time.¥Begin to build key questions into your lesson¥In a departmental meeting discuss how you mightplan sequences of questions that build up pupilsÕunderstanding of important concepts. Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002 © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningQuestions for learning¥Questions are the most common form of interaction between teachers and pupils inwhole-class lessons as well as in group and individual work.¥Questioning is a key method of altering the level of challenge provided anddetermining the progress made in lessons.¥It is an immediate way for the teacher to check the effectiveness of teaching.¥Questions prompt pupils to inspect their existing knowledge and experience tocreate new understandings.¥Questions can help pupils to develop thinking from the concrete and factual to theanalytical and the evaluative. ¥Questions focus pupils on the key issues.¥Questioning models for pupils how experienced learners seek meaning.¥Closed questions are useful in recap sessions and during explanations to check¥Open questions are useful during class discussions and debriefings.What is effective questioning?¥It is closely linked to the learning objectives in the lesson. ¥It is staged so that the level of challenge in the lesson increases as the lessonproceeds.¥Group and paired work can allow questions to be matched to the level of challengeneeded to move different pupils forward.¥Closed questions check pupilsÕ knowledge and understanding.¥Open questions have more than one possible answer. A well-designed set ofquestions leads pupils from unsorted knowledge to organised understanding. It models how learning evolves.¥Effective questioning provides opportunities for pupils to ask their own questions,seek their own answers and provide feedback to each other.¥Effective questioning makes space for pupils to listen to each otherÕs questions andanswers as well as to the teacherÕs.¥Effective questioning requires an atmosphere where pupils feel secure enough to Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002¥Sometimes, questioning is used in situations where explanation would be a moreappropriate teaching strategy.¥It is easy to fall into the trap of asking bogus questions Ð ÔGuess my answerÕ.¥A period of interrogation takes place until the ÔrightÕ answer is reached.¥Teachers retain control over the process so that pupils do not have opportunities toinitiate questions or provide feedback.¥Sometimes, oral comprehension exercises predominate.¥There can be too many closed questions and one-word answers.¥Teachers can be diverted by the pursuit of red herrings.¥There can be problems of fielding incorrect, wayward, glib and unexpected answers.Improving questioning¥Include guidance on questioning in the schoolÕs teaching and learning policy.¥Instigate whole-school training, using good practice from within the school.¥Use BloomÕs taxonomy in training sessions to develop understanding of the wayquestions can trigger higher-order thinking skills.AKnowledgeWho, when, whereBComprehensionTranslatePredictCApplicationTry it in a new contextDAnalysisESynthesisCreateFEvaluationCompare/contrast © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning¥Include work on subject-specific questioning at department meetings.¥Use BloomÕs taxonomy to analyse the different types of question being asked and to determine theextent to which these questions are developing skills of application, analysis, synthesis and evaluation.¥Ensure that examples of effective questioning are included in schemes of work.¥Try different techniques and seek feedback from colleagues.¥Arrange peer observation of lessons to share and improve practice in questioning.¥Teachers record and evaluate examples of their questioning techniques to improve their own practice.Tips for effective questioning1Planning for questioning¥Ensure that examples of effective questions are included in schemes of work. ¥Use BloomÕs taxonomy to ensure that you are asking questions which demand more than recall of¥Share key questions at the start of a lesson Ð a different way of sharing learning objectives. ÔTheseare the questions we will be trying to answer in this lesson.Õ¥Ensure that these key questions are answered by the lesson. The plenary can then be based on¥Forewarn pupils about some key questions: ÔLater in this lesson I am going to ask you a question¥Stop during the lesson to check whether these key questions have been answered. ÔHave weanswered this? Discuss with your partner. What else do you need to know?Õ¥Ensure that there is a balance between asking and telling.2Asking open questions¥Make sure the question has more than one possible answer.¥DonÕt have a single ÔrightÕ answer in your head that pupils have to get to!¥Follow up answers with words and phrases like ÔExplainÕ, ÔWhy?Õ, ÔWhat makes you think that?Õand ÔTell me moreÕ, to provide greater challenge, encourage speaking at greater length and getpupils thinking around the question in greater depth.¥As part of the development of their enquiry skills, encourage pupils to ask their own questions. ¥Use techniques such as ÔWhat do you already know about É? What do you want to know? What3Using questioning to develop collaborative work¥Begin a lesson by giving pairs of pupils a question to answer from the last lesson.¥Ask pairs to discuss a question for a minute before they answer it.¥Set up ÔWho wants to be a millionaire?Õ structures for groups and individuals Ð ask a friend, ask agroup, ask the class Ð to seek discussion and support for answers.¥Make questions a normal part of the lesson. ÔEarlier this lesson I asked you two questions. Turn toyour partner and see if youÕre ready to answer them yet.Õ¥Get one group or pair to set questions for another group or pair to answer. Training materials for the foundation subjectsModule 4Questioning© Crown copyright 20024Treat questions seriously¥Give pupils time to answer: count a few seconds in your head to allow slower pupils to form aresponse and put their hands up.¥Allow pupils time to research answers to more complex questions, either individually orcollaboratively.¥Provide structures to enable pupils to find answers and to form their own questions. Sorting andmatching exercises are useful for this.¥Encourage pupils to seek answers to their own questions.¥Treat answers with respect and give pupils credit for trying.Improving your own questioningTry this evaluation exercise to check your current questioning techniques, and then see whether yourpractice improves.Tape-record a 5-minute question-and-answer session. Fill in the grid when you play the tape back. Thentry the same activity again, having planned to include a wider range of questioning activities.comprehensionOpen Ð promptingmore than one Time for reflectionbefore answer requiredFurther prompts tohave offered thatresponseto confer beforeTeacher initiates, pupilsrespond, teacherprovides feedbackoccurrences in occurrences in occurrences in (third sample) © Crown copyright 2002Training materials for the foundation subjectsModule 4Questioning¥Did your questioning improve as you became more conscious of the techniques you were using?¥Were the questions used to drive the learning objectives forward?¥Did your questions have increasing levels of challenge?¥Were the questions helping to develop the kinds of thinking described in BloomÕs taxonomy incategories C, D, E and F? Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002¥To develop teachersÕ self-awareness and ¥To identify key features of good questioning¥To enhance the planning for, and use of,¥To identify relevant skills and plans for professionaldevelopment (related to questioning) which © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningQuestioning is a critical skill for teachers ¥the most common form of interaction betweenteacher and pupil;¥an element of virtually every type and model of¥a key method of providing appropriate challenge¥an important influence on the extent of progress¥the most immediate and accessible way for ateacher to assess learning. Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002¥To interest, engage and challenge pupils¥To check on prior knowledge¥To stimulate recall and use of existing knowledgeand experience in order to create new¥To focus thinking on key concepts and issues¥To extend pupilsÕ thinking from the concrete and¥To lead pupils through a planned sequence whichprogressively establishes key understandings¥To promote reasoning, problem solving, evaluation¥To promote pupilsÕ thinking about the way theyhave learned © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningIt is easy to fall into the trap of:¥asking too many closed questions;¥asking pupils questions to which they canrespond with a simple yes or no answer;¥asking too many short-answer, recall-based¥asking bogus Ôguess what IÕm thinkingÕ questions;¥starting all questions with the same stem;¥pursuing red herrings;¥dealing ineffectively with incorrect answers or¥focusing on a small number of pupils and not¥making the sequence of questions too rigid; ¥not giving pupils time to reflect, or to pose their¥asking questions when another strategy might bemore appropriate. Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002BloomÕs taxonomy ¥Knowledge ¥Comprehension ¥Application ¥Analysis ¥Synthesis¥Evaluation © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningEffective questioning Effective questioning:¥reinforces and revisits the learning objectives;¥includes ÔstagingÕ questions to draw pupilstowards key understanding or to increase the levelof challenge in a lesson as it proceeds;¥involves all pupils;¥engages pupils in thinking for themselves;¥promotes justification and reasoning;¥creates an atmosphere of trust where pupilsÕopinions and ideas are valued;¥shows connections between previous and newlearning;¥encourages pupils to speculate and hypothesise;¥encourages pupils to ask as well as to ÔreceiveÕ¥encourages pupils to listen and respond to eachother as well as to the teacher. Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002Ready for more?¥Use a tape or video recorder to record a different aspects of your own questioning. Youmay find it useful to focus upon whether:Ðyou asked too many questions;Ðyou had a balance of open and closed, high- and low-order questions;Ðyou encouraged opinion, informed speculationÐyou handled incorrect answers effectively;Ðyou provided thinking time.¥Begin to build key questions into your lesson¥In a departmental meeting discuss how you mightunderstanding of important concepts. © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningQuestion posedOpen/PurposeEvaluation of pupilsÕclosed?responses (impact on learning)What did we call this ClosedTo stimulate recallHelped all pupils rememberstyle of painting?a key word Handout 4.1 Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002Alternatives to questions Alternative strategyExampleInvite pupils to elaborateÔWould you say a little more about that.ÕÔI am not sure IÕm certain I know what you mean by Speculate about the subject ÔI wonder what might happen if ÉÕMake a suggestionÔYou could try ÉÕReflect on the topicÔPerhaps we now have a way of tackling this next ÔLetÕs bring this all together ÉÕOffer extra informationÔIt might be useful to know also that ÉÕÔI think that I have read that ÉÕReinforce useful suggestionsÔI especially liked É because ÉÕClarify ideasÔWe can tell this is the case by ÉÕCorrect me if IÕm wrongÔBut I thought we had agreed that ÉÕÔSo now perhaps we all believe ÉÕEcho comments / ÔSo, you think ÉÕNon-verbal interventionsEye contact, a nod or raised eyebrows to encourage extended responses, to challenge or even to express Handout 4.2 © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningBloomÕs taxonomy ¥Knowledge Who, when, where¥Comprehension TranslatePredict¥ApplicationTry it in a new context¥Analysis ¥SynthesisCreate¥EvaluationCompare/contrast Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002BloomÕs taxonomy1Which of these three tools would do that most effectively and why?2What name did we give to É?3Why did the South American Indians have no word for ÔseasonÕ?4Why do you think the South American Indians might have no word forÔseasonÕ in their language?5What does this style of painting remind you of?6What do you think is the main point the writer is making in the second7Which of these four sources might be most reliable in helping us to É?8Now, the difficult bit. Given all the conflicting arguments, where would youbuild the new refinery?9What would happen if you mixed ...?10What choices did Harold have when faced with that situation?11Which words do you already know in this sentence?12Given all of the sources we have looked at, where would you now expect13If we are unsure, how could we set about translating É?14Why did the Normans invade ...?15What similarities can you spot between the two ...?16If this verb looks like this when it follows ÔilÕ what would you expect of these17What repeating pattern can you see in the events É?18How will you set about remembering what you have learned? © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningTactics for effective questions¥stimulate thinking?¥promote reasoning?¥promote extended/sustained responses?¥promote active listening?¥stimulate interaction between pupils? Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002Effective tactics for questioningTactic or deviceBenefits/gainsExample/contextIn regular pupil to think through ananswer (before you breakPreviewing a question inPair rehearsal (of anEavesdropping anddeploying specificÔYou are not allowed to15 wordsÕprovide only a partlyasking difficult whole-questions with increasingProviding signals to pupils © Crown copyright 2002Training materials for the foundation subjectsModule 4QuestioningEffective tactics for questioningTactic or deviceBenefits/gainsExample/contextIn regular pupil to think through ananswer (before you breakPreviewing a question inPair rehearsal (of anEavesdropping andÔYou are not allowed to15 wordsÕprovide only a partlyasking difficult whole-questions with increasingProviding signals to pupils Prompts depth of thought and increases levels of challengeEncourages listening for detail andprovides challengeSignals the big concepts and learning of the lessonEncourages interaction, engagementFacilitates informed differentiationDevelops speaking and reasoning skillsfrom pupil-based languagemoving pupils from existing knowledgeunordered knowledge) to organisedunderstanding, where patterns andImproves engagement and challengesHelps pupils to recognise the range ofpossible responses and to selectappropriately Training materials for the foundation subjectsModule 4Questioning© Crown copyright 2002