SESSION 3 - Effective Questioning

CPD 13/12/23

Effective questioning techniques

SESSION OBJECTIVES:

RECAP PREVIOUS SESSION - AMBITIOUS LESSONS

Step 1

IDENTIFY 1X QUESTIONING TECHNIQUE TO ADD TO YOUR TEACHING PRACTICE - MAXIMUM IMPACT!

Step 3

EXPLORE A RANGE OF QUESTIONING TECHNIQUES

Step 2

HOW:GO THROUGH INPUT-ACTIVITY-ASSESSMENTSHOWCASING EXAMPLES OF WHOLE CLASS EFFECTIVE QUESTIONING TECHNIQUES

WHAT:EXPLORE MULTIPLE METHODS TO ENHANCE QUESTIONING TECHNIQUES - WHOLE CLASS ASSESSMENT

WHY:OBSERVATIONS, DROP IN'S & TLA WALKSMAIN ASSESSMENT STRATEGY SEEN -> QUESTIONING

*Hands on methods of assessing a WHOLE cohort of students... alternatives to direct questioning!

SIMPLE SOLUTIONS

QuestioningTechniques

End of your lesson:Plenary - Round off all learning with a final assessment checkRevisit Objectives - How far did we get? How far have we got to go?Exit Routine - Room tidy, next lesson, homework, are they ready?

Middle of your lesson:Input - cover a piece of content - add your experience and knowledgeActivity - Students actively 'code' information into their memoryAssessment - Students 'retrieve' information from their memory

Beginning of your lesson:Entrance Routine - Meet and greet at the doorDesk Work - Starter... open up the topic/content and gain students attention as they enter the spaceObjectives - Inform the students of where they are going and how they'll get there

https://wordwall.net/play/35683/693/963

QUESTION 3 - opinion?EVERY LESSON SHOULD HAVE A STARTER, REGARDLESS OF WHEN, WHERE OR WHAT THE TOPIC IS?

QUESTION 2 - true/false?aCTIVITIES ARE A GREAT OPPORTUNITY FOR STUDENTS TO RETRIEVE INFORMATION?

QUESTION 1 - multiple choice? 1-5?WHERE IN THE MKC LESSON STRUCTURE DOES 'OBJECTIVES/OUTCOMES' SIT?

.... next time you find yourself firing off direct questions to less than a handful of students... try one of the previous methods instead:Show hands - 1-5, stand up-sit down or 4corners to assess the whole group!

Top Tips!

*Visual method of designing questions for adaptive teaching

Notes cont.Questions get more congitively demandindg as they move down and to the right.....Great way to diferentiate questions depending on starting points and exisiting knowledge of students.

NotesQuestion matrices can be as simple or as complicated as you wish... bottom line: create a number of questions with the main 7 types of questions stems ....What?Where?When?Which?Who?Why?How?then link them to present / past / possibility / opinion / prediction / imagination

Question Matrices

NotesTip.... use PPT or MS Word to create the matrix, then use the shapes tool to add a shape in which you'll add you question.Tip.... print your matrix on an A3 piece of paper and use actual post-it notes!

Example

.... add an image to the background and use the sheet (with your questions) as a retrieval practise exercise, group discussion or as the basis of an essay or written report.

Top Tips!

InstructionsSocrates (470-399BC) condemned to death for corrupting the youth with his ideologies and methods.Dialectic Method = discussion between people with differing views aimed at discovering the truth.... i.e., reasoned argument

*Dialectic method of inquiry to promote critical thinking and improve problem-solving skills

Socratic Questioning

NotesTip.... get your students to write one or two two questions of each type as a starter activity to reflect gaps in their knowledge or things they want to know more about (links to flipped learning)

Instructions6 main types of Socratic questions... aimed at higher level thinking skills... click on each red circle and then on each revealed term... number 6 has a quote icon in the revealed window... click to show quote from Einstein on questioning the question.

6. THE QUESTION ITSELF

5. IMPLICATIONS & CONSEQUENCES

4. VIEWPOINTS & PERSPECTIVES

3. REASONS & EVIDENCE

2. ASSUMPTIONS

1. CLARIFICATION

SocraticQuestioning

TITLE:

.... get your students to write one or two questions from each of the 6 types of Socratic questions as a starter activity to spark their curiousity..... or as prompts to cover the things they want to know more about or didn't quite understand from flipped learning!

Top Tips!

SESSION OBJECTIVES:

RECAP PREVIOUS SESSION - AMBITIOUS LESSONS

Step 1

IDENTIY 1X QUESTIONING TECHNIQUE TO ADD TO YOUR TEACHING PRACTICE - MAXIMUM IMPACT!

Step 3

EXPLORE A RANGE OF QUESTIONING TECHNIQUES

Step 2

PLENARY

A4 COMMITMENT

questions?

ADDITIONAL NOTES:

ADDITIONAL NOTES:

• Why do you say that?
• How does this relate to our discussion?
• Can you explain further?
• Can you give an example?

Questions for clarification

• What would be an example?
• What is that analogous to?
• What do you think causes that to happen?
• Why so you say that?
• What evidence supports that?

Questions that probe reason & evidence

• What could we assume instead?
• How can you disprove or verify or that assumption?
• Is that always the case?
• What would happen if.......?

Questions that probe assumptions

• What was the point of this question?
• Why do you think I asked this question?
• What does the question mean?
• How does this question apply to everyday life?

Questions about the question (meta-questions)

• What would be an alternative?
• What is another way to look at it?
• Why it is necessary or beneficial, and who benefits?
• Why is this the best?
• What are the strengths and weaknesses of...?

Questions about viewpoints & perspective

• What generalisations can you make?
• What are the consequences of that assumption?
• What are you implying?
• How does 'X' affect 'Y'?
• How does that tie-in with what we learned before?

Questions about implications & consequences