What caused the eruption?

When was the eruption? How many died?

What were the responses?

Why was it a lateral blast?How would you monitor the volcano?

What type of plate boundary created this volcano?

Plan of a lesson. But do I know the type of questions I / the students will use / create?

Objectives 1. To identify and sequence the causes of the volcanic eruption2. To rank the effects of the eruption for damage + a category you create3. To prioritise responses for the last eruption and future eruptions4. To create a monitoring strategy for the volcano

Starter Question of Sport style bell work – watch the stop animation what happens next? What happened before?

Main •Using the provided pack as a table of 4 each chose an objective to become tutor of and explore the pack plus the iPad Google drive file for each objective.•Each student uses Peer Kagan evaluation with the 7 tables for their objective•Redraft•Peer teach as a table •Kagan 1-4 2-3 from each table switch and feedback what they have been taught from their group. Were they taught the samething? Did they learn anything extra?

Plenary Answer wall and Q wall each of the objectives

The Question PlanClosed/Hinge point?

TV style Qs?

Question Wall!

Socratic Qs/

PPPB

Q ordering. Number your generated Qs for appropriate stages of when to introduce them.

Teacher Led or Student Led?

Question grid Qs

Question Monitoring (pupil names / focus)

Question continuum

Objective Questioning

print and scribble your way to deeper thinking Questioning!

Going for

Gold

Blockbusters

Pointless

Question of Sport

What happens

next/before

MTW If

this i

s ans

wer..

Wha

t is Q

?

Columbo - What if...?; suppose...? What would change if?

Viewpoints and

perspectives

Implications &

consequences

Challenge

assumptions

Evid

ence

for

argu

men

tClarify

?

Que

stio

n th

e qu

estio

n

Question Grid

?Is?

PresentDid?Past

Can?Possibility

Would / could?Probability

Will?Prediction

Might?Imaginatio

n

What?Event

Where?Place

When?Time

Which?Choice

Who?Person

Why?Reason

How?Meaning

Question style Questions for lesson

Objective focused Questions

Closed/hingedTV Questioning - Pointless, Blockbusters, Question Of Sport, Mock The Week, Going For GoldColumbo Qs - Just 1 more question.. What if...?; suppose...? What would change if?

Question Wall

PPPB

Question Grid

Question Continuum

Socratic Qs / Circles

Question Monitoring

Question Grid

?Is?

PresentDid?Past

Can?Possibility

Would /could?

ProbabilityWill?

PredictionMight?

Imagination

What?Event

Where?Place

When?Time

Which?ChoiceWho?

PersonWhy?

ReasonHow?

Meaning

Deeper Q 2nd

Question Focus:- define, describe, analogy, explain, comment, classify, compare and or contrast, cause, effect, sequence, create, analyse, evaluate, generalise, predict

Underline your Q Style / Focus

Question journey to deeper thinking

1st

Question Style:- Blockbusters, Going for Gold, Pointless, Question Wall,What Happens Next/Before, PPPB, Objectives Qs, Thunks, ‘If this is the answer…what is the question?’,‘Just One More Question- What if…?; Suppose we knew…?; What would change if…? Socratic questioning and Socratic Circles “Why do you say that?” ….“Could you explain that further? What is the counter argument for..? But if that happened, what else would result?” or “How does… affect ….? ”Hinge point questions, Question continuum, Questioning monitor

Solo using question matrix How am I using solo with the Question Matrix?

The Question PlanClosed/Hinge point?

TV style Qs?

Question Wall!

Socratic Qs/

PPPB

Q ordering. Number your generated Qs for appropriate stages of when to introduce them.

Teacher Led or Student Led?

Question grid Qs

Question Monitoring (pupil names / focus)

Question continuum

Objective Questioning

print and scribble your way to deeper thinking Questioning!

Going for

Gold

Blockbusters

Pointless

Question of Sport

What happens

next/before

MTW If

this i

s ans

wer..

Wha

t is Q

?

Columbo - What if...?; suppose...? What would change if?

Viewpoints and

perspectives

Implications &

consequences

Challenge

assumptions

Evid

ence

for

argu

men

tClarify

?

Que

stio

n th

e qu

estio

n

Question Grid

?Is?

PresentDid?Past

Can?Possibility

Would / could?Probability

Will?Prediction

Might?Imaginatio

n

What?Event

Where?Place

When?Time

Which?Choice

Who?Person

Why?Reason

How?Meaning

work evidence

Socratic Questioning

Questions for Clarification

• What exactly does this mean?• How does this relate to what we’ve been

talking about?• What is the nature of…….?• What do we already know about this?• Can you give me an example?• Are you saying…….or……..?• Can you rephrase that please?

Questions that challenge assumptions

• What else could we think of?• You seem to be saying…….?• Please explain why/how?• How can you prove or disprove that?• What would happen if……..?• Do you agree or disagree with?

Questions that probe reasons and evidence

• How do you know this?• Show me……?• Can you give me (your group) an example of that?• What do you think causes…….?• Can you explain………?• Are these reasons valid enough?• Why do you think that?• What evidence is there to support what you are

saying?

Questions about viewpoints and perspectives

• Are there other ways of looking at that?• What do you think?• what is the difference between…... and……?• Why is it better than……?• What is the opposite view?• What are the views of your partner / group?• How are…… and ……. similar?• What are the strengths and weaknesses?

Questions that probe implications and consequences

• Then what would happen?• What are the consequences of that?• How could…….be used to…….?• What are the implications of………?• How does……. Affect…….?• How does…… fit with what we learned before?• Why is …….. important?• What is the best…….? Why?

Questions the question

• What was the focus question?• What other questions could relate to it?• Is the question valid?• Does the question give a definitive answer?• Do the resources at hand allow us to explore

the question?• Are you saying…….or……..?• Can you rephrase that please?

Solo using photo analysis • Read my blog for this and see the solo

possibility• http://sayersjohn.blogspot.co.uk/2013/02/des

cribing-photo-20-different-connected.html

Solo ‘Stack Em’ – Jenga At the weekend one of my best friends

@redhea79 took me out for a walk. As always with us it didn't take long for the conversation to focus on teaching (I know, I know).

Andy told me a strategy that he has used and I LOVE IT!

Firstly you need a set of Jenga like bricks. Tesco do a set called 'Stack Em' and they cost £5.

These are the stimulus resource.

Step 1• At the end of a topic or as a

revision lesson activity get students to note on each brick a keyword from the topic. This is a quick AfL task as you can see what they remember. I get mine to do it as a quick plenary or a quick starter.

• 7 groups working in 4s• Peer assess – who has a

higher stack.• Class review / evaluation

against glossary

Step 2• Colour the bricks. I get students to do it as a bit of

success criteria development against level ability.

• The more difficult terms relate to higher level thinking down to the name of a landform as low level. I get students to do this on the outside of the brick.

• Students could then stack them related to significance, cost, creating a ranking sequence to the tower. They could evaluate each others blocks and students try to work out how they are ranked.

• The block could be classified into human / physical or environmental. So before you even play the game you have thinking driving the learning.

• The 4 sides to the brick could link to categories such as economic, environmental, social; or the 2 opposite sides opposites or positives/negatives. And so it continues....

Step 3• Students in tables of 4 in my room play to remove the bricks. They can do that related to their target so if they are a C target they go for pinks or if they are a B the orange. This is creating the Stretch and Challenge.

• When the student draws out a word they have to say what it is. the rest on the table could do a Kagan task with it to keep then active rather than passive. 1s draw it, 2s describe it, 3s associate or dissociate from it with another brick for 6 degrees of separation from it or say as many words that are connected to it and count. I use this as a quick timer for the others to move on when they think is right.

• Each brick that comes out, students can try and think of an overall connection or a theme for later that they will use with that keyword as the focus (EXTENDED ABSTRACT THINKING) (linked to brains on the table). I feel I am getting some qualitative formative assessment from it by verbally checking

students.

Step 4 brains on the table David Leat link• The game will play out till the block

collapses. Then we move onto the next task of 'Brains on the Table' the idea is that students sort the bricks however they want to (or by the criteria you give them on the board. So that you have control if you feel you need it to then make a direct comparison between groups.

• Students could then cross to another groups brain on the table to get ideas, compare / contrast ask for help a hint etc.

• I got students to do solo connecting of a landform. Create a list of bricks for a specific landform say like in my example : A Volcano

Stage 4• Do students know the 2 types

they need to know for the exam? I can check so a hinge point question to start.

Do they know one thing about this type of volcano to make them a uni structural learner? They might know it has gentle slopes.

Stage 5

• Multi-structural students bring in more bricks to surround it but they are not connected they are just associated with a shield volcano.

Stage 6• Relational students are creating

links between the key words so for example they are connecting gentle slopes with low viscosity basalt lava.

Students could then with all these key terms draw on paper or I prefer the table with a whiteboard pen a diagram to incorporate the key terms and to keep connected parts together.

Stage 7• Students could take

one of the keyword and change the focus of it all or take of the key words and apply it to something else - extended abstract thinking:)

Stage 8

• Each table of students could have different terms in their pack and so then you could create cross table bridges to connect terms together for the big picture:)

Stage 9• You could write differentiated terms around the

brick so runny lava on simple term side becomes low viscosity basaltic lava on the Geography Key side / literacy so a mini thesaurus task

Y12 photos to next level• The bricks are then connected together to create a connect

the learning of the unit to create a 3D relational structure!• Explain how as they connect - Oracy