Q

Effective Questioning

Effective Questioning Techniques

1. Review and have greater awareness of a range of questioning techniques

2. Identify techniques and be able to relate to practical examples

3. Identify merits of techniques related to (Blooms) for use in future teaching and learning.

4. Use interactive blended learning approach


Use four fingers to drag between open apps

Single click - return to main screen.

Double click - shows open applications.

Single click - return to main screen.

Double click - shows open applications.

ShowNumeric/character keyboard

ShowNumeric/character keyboard

Hide keyboard

Hide keyboard


1. From the home page scroll left

2. Search and open: •Aurasma •Safari

3. Navigate back to Nearpod


How often do we ask questions?Socrates defined teaching as "the art of asking questions“

•2 questions every minute•400 every day•70,000 every year•3 million over a career

•It is worth asking the right questions in the right way tes.co.uk


Why so many?

• 30 - 60 per cent are procedural rather than learning-based. They tend to be of the is-your-name-on-it? or have-you-finished-yet? variety.

• Questioning is still a key means of knowledge transfer accounting for one third of all teaching time; second only to the time devoted to explanation.

tes.co.uk


Why do we ask questions?“Good learning starts with questions, not answers.”

• Keep students engaged, involved and alert

• Assess their understanding

• Lower order questions to remember facts

• Higher order questions to test thinking


Task

• Are there any do’s and don’ts?– Signal/skinny question

• Use the iPads or PC’s to post your group answers on the ‘linoit’ corkboard. http://alturl.com/fzwrx 5-10 mins

• Work in a small group and try to think of how and when you use questioning.- Pair rehearsal


Do’s•keep quiet & wait. Research shows the optimum wait time 3 secs for lower-order questions and 10 secs for higher-order.

•Allow the class to work together to tease out the answers to difficult questions. – Co constructed knowledge.

•Allow the class to work together to tease out the answers to difficult questions. [ask high challenge]

•Have a question wall where students and teachers can pin up questions they would like answered. [ask FAT]

•Set a question at the end of the lesson and they bring back a response the following day – this is a good way to start the lesson and recap on the previous session.

•When someone answers – ask someone else to comment on their answer – rather than the teacher making a comment.

Don'ts•Just give the correct answer – ask them to explain their thought process and hopefully they will discover their own mistake .

•Ask a question they cannot answer just to prove they were not listening plus students are not so much afraid of getting it wrong as looking silly in front of their peers.

•Advance towards a person when your are directing a question at them.

•Don’t Keep the LSA in the dark let them know what you intend to ask – or let them signal you when their student knows an answer.

•Don’t allow the gifted and talented answer the questions they select. [ask]


Mini TaskReview the hand out and think of an example when you have used some or a combination of the techniques listed.

• Thinking Time• No Hands Questioning• Basketball questioning• Conscripts and Volunteers• Phone a friend• Hot-seating• Preview• Pair rehearsal

[ask thinking time, no hands, preview]

• Eavesdropping• High Challenge• Staging or sequencing • Big questions• Focus questioning• Fat questions• Skinny questions• Signal questions• Seek a partial answer


Task (Aurasma)

Aurasma - http://tinyurl.com/d3w2bco

Options - work in your group to discuss learning activities you would like to plan in the near future. It can be something you have run before but want to improve!

Decide - on ONE activity

Allow - your colleagues to come up with a plan to use questioning techniques; discussing their merits, record (nearpod) and be prepared to discuss how you plan to apply them

Review

http://tinyurl.com/d3w2bco


BLOOMS

• Asking high order questions requires a strategy use the categories of Bloom’s Taxonomy to help you develop your questioning

• e.g. this activity


Awareness of Question techniques

How why have we used Q’s in the past

Awareness of Question techniques

How why have we used Q’s in the past

Review and understandQ. Situations using

specifically named techniques do’s don'ts

Review and understandQ. Situations using

specifically named techniques do’s don'ts

Using learned information to decide a plan

organise and classify techniques

What are the benefits of applying the Identified Q’s

Using learned information to decide a plan

organise and classify techniques

What are the benefits of applying the Identified Q’s

Social learning helping to Internalise and use

knowledge to understand merits of the plan and apply to

a new situationAre there any other Situations you could apply or adapt this

techniques to?

Social learning helping to Internalise and use

knowledge to understand merits of the plan and apply to

a new situationAre there any other Situations you could apply or adapt this

techniques to?

NEXT Your Judgements!NEXT Your

Judgements!


Your Pledge.

• Plan a session using BLOOM and the questioning techniques from this session

• Attend the follow up session with your planned ideas. We will develop IT resources Nearpod, LinoIT, Slideshare, Aurasma


Aims • Review and have greater awareness of a range of questioning

techniques

• Identify techniques and be able to relate to practical examples

• Plan to use or discuss a technique to use in future teaching and learning.

• Have we been able to identify example and plan to extend levels of questioning (Blooms)

• Use interactive blended learning approach

Q

Documents

Transcript of Q