Enhancing Questioning Techniques for Interactive Learning
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25 January, 2022
The Learning Cycle
The Learning Cycle
i
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v
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m
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Knowledge
state, recall
Comprehension
explain, categorise
Application (do after being shown how)
apply, calculate,
Analysis (consider the parts)
Analyse, give reasons
Synthesis (respond creatively)
Solve problems, write, design
Evaluation (give a judgment)
Critically appraise, compare and contrast
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n
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Low cognitive demand.. little reasoning required
High cognitive demand.. reasoning required
Knowledge
Comprehension
Application
(do after being shown how)
Analysis
(consider the parts)
Synthesis
(respond creatively)
Evaluation
(give a judgment)
B
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’
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T
a
x
o
n
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m
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Low cognitive demand.. little reasoning required
High cognitive demand.. reasoning required
Reasoning
so requires:
understanding &
deep learning
Reproducing
what
you have presented
The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
1.
What were the slithy toves doing in the wabe?
2.
How would you describe the state of the
borogoves?
3.
What can you say about the mome raths?
The Jabberwocky Problem
4. Do students need to understand material in
order to answer simple questions correctly?
The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
5. Why were the borogoves mimsy?
The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
5. Why were the borogoves mimsy?
6. How effective was the mome raths strategy?
Place the questions on Bloom’s Taxonomy:
A.
What were the slithy toves doing in the wabe?
B.
How would you describe the state of the
borogoves?
C.
What can you say about the mome raths?
D.
Why were the borogoves mimsy?
E.
How effective was the mome raths strategy?
Sum up what the Jabberwocky exercise shows
Sum up what the Jabberwocky exercise shows
Students need
reasoning tasks
for deep
understanding, and to make their
learning useful
A
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Research on SATs found that 80% of 12 year olds with
calculators could do this:
2
2
5
1
5
=
But only 40% can do this:
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?
Most of the failing pupils did not know which
mathematical operation to use.
Place these two questions on Bloom’s taxonomy.
Knowledge
Comprehension
Application
(do after being shown how)
Analysis
(consider the parts)
Synthesis
(respond creatively)
Evaluation
(give a judgment)
B
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m
’
s
T
a
x
o
n
o
m
y
Low cognitive demand.. little reasoning required
High cognitive demand.. reasoning required
Reasoning
so requires:
understanding &
deep learning
So gives:
functional knowledge
& transferable skills
Reproducing
what
teaching has presented
So danger of
surface learning
Knowledge
comprehension
application
analysis
synthesis
evaluation
H
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…
.
.
percentages
fractions
division
Do high order questions need to be difficult?
1.
When we make our apple pie tomorrow which
of these tools will we need?
2.
Which of these knives is best for cutting up
apples?
3.
How will we make sure we don
’
t cut ourselves?
4.
Why must the pastry cover the whole pie?
High order questions create transferable learning
Do high order questions need to be difficult?
1.
When we make our apple pie tomorrow which
of these tools will we need?
2.
Which of these knives is best for cutting up
apples?
3.
How will we make sure we don
’
t cut ourselves?
4.
Why must the pastry cover the whole pie?
High order questions create transferable learning
Exclusive use of low order questions……
…………
“
protects students from learning
”
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Lesson activities
Assignments
Questioning
Worksheets
etc
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Lesson activities
Assignments
Questioning
Worksheets
etc
Helps with
Helps with
POLL
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B.
I set a challenging task for about half of topics
C.
I nearly always set a challenging tasks for each topic
D.
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How can the teacher get to know, during verbal
questioning, which students are understanding
the lesson, and which not?
Y
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:
Listen carefully, as this session ends with a quiz.
‘
V
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.
1.
The teacher asks a question
2.
Some students volunteer to answer by putting their
hands up
3.
The teacher chooses one of these students to answer
the question.
4.
This student usually gets the answer right
5.
The teacher says ‘correct, well done’.
6.
If a wrong answer is offered, the teacher says ‘no’, and
corrects the student.
The Learning Cycle
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Evaluating volunteers answering teacher’s verbal questions
Evaluating volunteers answering teacher’s verbal questions
Evaluating volunteers answering teacher’s verbal questions
Evaluating volunteers answering teacher’s verbal questions
Evaluating volunteers answering teacher’s verbal questions
How about the teacher distributing questions around the class?
How about the teacher distributing questions around the class?
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Better if the teacher nominates students (genuinely) randomly.
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We need alternative questioning strategies
that are
•
Inclusive
•
Interactive
Does anyone need
more time?
Hands up if you don’t
have an answer
Can your answer be
improved?
A
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?
!
“Thank you”
Evaluating Assertive Questioning
Evaluating Assertive Questioning
Evaluating Assertive Questioning
Evaluating Assertive Questioning
Evaluating Assertive Questioning
Mini whiteboards
Students have small whiteboards (laminated card) and dry-
wipe pens.
Mini whiteboards
Students have small whiteboards (laminated card) and dry-
wipe pens.
1.
The teacher asks a question, and students write their
answers.
2.
The teacher waits until all or most students have an
answer. Students check their neighbours’ answers.
3.
The teacher then asks students to hold their answers up,
all at the same time
. Students then look round to see
what their classmates have written.
4.
The teacher surveys all the boards to see what answers
were given.
5.
The teacher asks “
Jill, why did you answer ‘3x’?”
Something like assertive questioning could follow.
6.
The teacher clarifies any misunderstandings.
Evaluating Mini whiteboards
Evaluating Mini whiteboards
POLL
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”
c
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a
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m
:
a)
It’s okay if you don’t fully understand a concept first time,
learning takes time.
b)
what counts is whether you
understand
the question or task,
and its answer
eventually
, not whether you get it right first time
c)
I ask challenging questions so it is
not
humiliating to make a
mistake. We all make mistakes when we learn. Indeed that is
part of
how
we learn. If we don’t make mistakes the work is
too easy for us to learn at our maximum rate.
d)
Mistakes are useful because they tell us how to improve.
e)
If you make a mistake, often half the class has made it too.
f)
It’s good for learning to say ‘I don’t understand’ and to ask for
clarification.
g)
You should
never
ridicule another student for their mistakes,
even in a joking way because you wouldn’t like it if you were
ridiculed, and because it stops us learning.
h)
You will only learn from mistakes if you find out how to do it
without mistakes next time, and really understand this.
The ‘No Opt Out’ Method.
Teacher puts “What is 3% of 320?” on the board:
Teacher
: What’s the first thing we do with this one?
Wáng.?
William
: Don’t know
Teacher
: Chén?
Chén
: We need to divide 320 by 100.
Teacher
: Good, why?
Chén
: Because dividing by 100 gets us 1 percent.
Teacher
: So what’s this first thing we do Wáng?
Wáng.
: Divide by 100
Teacher
: Yes. And why?
Wáng.:
So we know what 1% is.
Teacher
: Correct.
Doug Lemov’s expert teachers said :
•
Because learning is getting it wrong, and then getting
it right.
•
There is no shame in not knowing, or getting it
wrong, if you learn from it and can answer correctly
the next time.
•
Doug Lemov’s expert teachers said they used the
method so that a student who cannot answer doesn’t
feel put down.
•
They got it right in the end.
D
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a
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n
o
s
t
i
c
q
u
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s
t
i
o
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:
Which statements below are true?
(64 possible answers)
1.
Area is Length x Height for a rectangle
2.
2 metres squared = 2 metres x 2 metres
3.
For a square, area is twice the length of one side
4.
Area is measured in the units of length, such as
centimetres or metres
5.
For a rectangle, the area is always a bigger
number, than that for its perimeter
6.
Area is the two-dimensional space occupied by a
shape, in square units
W
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a
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h
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m
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o
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:
Ask your students what they think of the method. Can they think
of an improvement you could make?
Talk about your trials with colleagues, asking for advice
Trial 5 times for ‘does it work’ and 25 times for quite effective use.
(You don’t need a ‘control group’)
Which statements are true?
(any could be)
PAUSE the Video!
1. One purpose of ‘assertive questioning’ is to encourage
all
students
to think of an answer to your question.
2. An advantage of volunteers answering questions is the
teacher knows how well the class as a whole is learning .
3.
If students can check their answer with a peer it gives them
more confidence to answer your question .
4.
When mini whiteboards are used it is best if students put
their boards up when they feel ready.
5. No Opt Out is a method which makes students feel better
about taking time to learn.
Which statements are true?
(any could be)
1. One purpose of ‘assertive questioning’ is to encourage
all
students
to think of an answer to your question.
2. An advantage of volunteers answering questions is the
teacher knows how well the class as a whole is learning .
3.
If students can check their answer with a peer, it gives
them more confidence to answer your question .
4.
When mini whiteboards are used it is best if students put
their boards up when they feel ready.
5. No Opt Out is a method which makes students feel better
about taking time to learn.
Many more methods
in this book: (a
shorter and cheaper
update of my
‘Evidence Based
Teaching’)
T
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y
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u
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?
Geoff Petty discusses strategies for making questioning inclusive and interactive in the learning cycle. The content also explores Bloom's Taxonomy levels, including high cognitive demand elements and a fun problem-based learning scenario with the Jabberwocky poem.
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Presentation Transcript
Making your questioning inclusive and interactive Geoff Petty 25 January, 2022
The Learning Cycle Purpose of the session You set a Task Students Work Check & correct for students & teacher
The Learning Cycle Purpose of the session You set a Task Students Work Check & correct for students & teacher
Bloom s Taxonomy High cognitive demand.. reasoning required Evaluation (give a judgment) Critically appraise, compare and contrast Synthesis (respond creatively) Solve problems, write, design Analysis (consider the parts) Analyse, give reasons Application (do after being shown how) apply, calculate, Comprehension explain, categorise Knowledge state, recall Low cognitive demand.. little reasoning required
Bloom s Taxonomy High cognitive demand.. reasoning required Reasoning so requires: understanding & deep learning Evaluation (give a judgment) Synthesis (respond creatively) Analysis (consider the parts) Application (do after being shown how) Reproducing what you have presented Comprehension Knowledge Low cognitive demand.. little reasoning required
The Jabberwocky Problem Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
The Jabberwocky Problem Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 1. What were the slithy toves doing in the wabe? 2. How would you describe the state of the borogoves? 3. What can you say about the mome raths?
The Jabberwocky Problem 4. Do students need to understand material in order to answer simple questions correctly?
The Jabberwocky Problem Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 5. Why were the borogoves mimsy?
The Jabberwocky Problem Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 5. Why were the borogoves mimsy? 6. How effective was the mome raths strategy?
Place the questions on Blooms Taxonomy: A. What were the slithy toves doing in the wabe? B. How would you describe the state of the borogoves? C. What can you say about the mome raths? D. Why were the borogoves mimsy? E. How effective was the mome raths strategy?
Sum up what the Jabberwocky exercise shows Students need reasoning tasks for deep understanding, and to make their learning useful
An example of a surface learning problem: Research on SATs found that 80% of 12 year olds with calculators could do this: 225 15 = But only 40% can do this: if a gardener has 225 bulbs to place equally in 15 flower beds, how many would be in each bed? Most of the failing pupils did not know which mathematical operation to use. Place these two questions on Bloom s taxonomy.
Bloom s Taxonomy High cognitive demand.. reasoning required Reasoning so requires: understanding & deep learning So gives: functional knowledge & transferable skills Evaluation (give a judgment) Synthesis (respond creatively) Analysis (consider the parts) Application (do after being shown how) Reproducing what teaching has presented So danger of surface learning Comprehension Knowledge Low cognitive demand.. little reasoning required
How to teach for surface learning.. evaluation synthesis analysis division fractions percentages application comprehension Knowledge
Do high order questions need to be difficult? 1. When we make our apple pie tomorrow which of these tools will we need? 2. Which of these knives is best for cutting up apples? 3. How will we make sure we don t cut ourselves? 4. Why must the pastry cover the whole pie? High order questions create transferable learning
Do high order questions need to be difficult? 1. When we make our apple pie tomorrow which of these tools will we need? 2. Which of these knives is best for cutting up apples? 3. How will we make sure we don t cut ourselves? 4. Why must the pastry cover the whole pie? High order questions create transferable learning Exclusive use of low order questions protects students from learning
Level of learner engagement Evaluation Synthesis Analysis Susan Application Comprehension Robert Knowledge Passive low order task set learning activity required Active Constructivist High order task set
Level of learner engagement Evaluation Synthesis Analysis Susan Application Comprehension Robert Knowledge Passive low order task set learning activity required Active Constructivist High order task set
Build a ladder of tasks for each topic Lesson activities Assignments Questioning Worksheets etc Open, Challenging, reasoning tasks Simple reasoning tasks Reproduction tasks
Build a ladder of tasks for each topic Lesson activities Assignments Questioning Worksheets etc Open, Challenging, reasoning tasks Helps with Simple reasoning tasks Helps with Reproduction tasks
POLL For most topics: A. I usually do not set many challenging tasks B. I set a challenging task for about half of topics C. I nearly always set a challenging tasks for each topic D. Nearly all the tasks I set are challenging.
Advance Organiser for this section: How can we make sure every student is thinking when we ask the class a verbal question? How can the teacher get to know, during verbal questioning, which students are understanding the lesson, and which not? Your task: Listen carefully, as this session ends with a quiz.
Volunteers answering is used very commonly worldwide. 1. The teacher asks a question 2. Some students volunteer to answer by putting their hands up 3. The teacher chooses one of these students to answer the question. 4. This student usually gets the answer right 5. The teacher says correct, well done . 6. If a wrong answer is offered, the teacher says no , and corrects the student.
The Learning Cycle Students Work Check & correct for students & teacher
Evaluating volunteers answering teachers verbal questions Cognitive science principles Volunteers answering Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating volunteers answering teachers verbal questions Cognitive science principles Volunteers answering Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating volunteers answering teachers verbal questions Cognitive science principles Volunteers answering Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating volunteers answering teachers verbal questions Cognitive science principles Volunteers answering Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating volunteers answering teachers verbal questions Cognitive science principles Volunteers answering Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
How about the teacher distributing questions around the class?
How about the teacher distributing questions around the class? Poor participation even if teachers nominate students to answer: One student answers at a time Students work out it s not my turn and become a passenger. Better if the teacher nominates students (genuinely) randomly. Not representative of class understanding: Most students do not answer a given question, or fully representative of
We need alternative questioning strategies that are Inclusive Interactive
Assertive Questioning ? Ask the question Does anyone need more time? Check for completion Hands up if you don t have an answer Get some answers Thank you Can your answer be improved? Agree a class answer ! Confirmation & praise
Evaluating Assertive Questioning Cognitive science principles Volunteers Answer Assertive Questioning Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating Assertive Questioning Cognitive science principles Volunteers Answer Assertive Questioning Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating Assertive Questioning Cognitive science principles Volunteers Answer Assertive Questioning Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating Assertive Questioning Cognitive science principles Volunteers Answer Assertive Questioning Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating Assertive Questioning Cognitive science principles Volunteers Answer Assertive Questioning Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Mini whiteboards Students have small whiteboards (laminated card) and dry- wipe pens.
Mini whiteboards Students have small whiteboards (laminated card) and dry- wipe pens. 1. The teacher asks a question, and students write their answers. 2. The teacher waits until all or most students have an answer. Students check their neighbours answers. 3. The teacher then asks students to hold their answers up, all at the same time. Students then look round to see what their classmates have written. 4. The teacher surveys all the boards to see what answers were given. 5. The teacher asks Jill, why did you answer 3x ? Something like assertive questioning could follow. 6. The teacher clarifies any misunderstandings.
Evaluating Mini whiteboards Cognitive science principles Volunteers Answer Mini Whiteboards Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
Evaluating Mini whiteboards Cognitive science principles Volunteers Answer Mini Whiteboards Participation? Will every student think of an answer? Dialogue? Can students discuss answers in pairs before they respond to the teacher? Does the teacher get representative feedback of class understanding? Do students get enough time to think before the answer is given away?
POLL Assertive Questioning, mini-whiteboards: A. I could probably make use of one of these strategies B. I could definitely make use of one of these strategies C. I could probably use both of these strategies D. I could definitely use both of these strategies
You need to establish a blame-free classroom: a) It s okay if you don t fully understand a concept first time, learning takes time. b) what counts is whether you understand the question or task, and its answer eventually, not whether you get it right first time c) I ask challenging questions so it is not humiliating to make a mistake. We all make mistakes when we learn. Indeed that is part of how we learn. If we don t make mistakes the work is too easy for us to learn at our maximum rate. d) Mistakes are useful because they tell us how to improve. e) If you make a mistake, often half the class has made it too. f) It s good for learning to say I don t understand and to ask for clarification. g) You should never ridicule another student for their mistakes, even in a joking way because you wouldn t like it if you were ridiculed, and because it stops us learning. h) You will only learn from mistakes if you find out how to do it without mistakes next time, and really understand this.
The No Opt Out Method. Teacher puts What is 3% of 320? on the board: Teacher: What s the first thing we do with this one? W ng.? William: Don t know Teacher: Ch n? Ch n: We need to divide 320 by 100. Teacher: Good, why? Ch n: Because dividing by 100 gets us 1 percent. Teacher: So what s this first thing we do W ng? W ng.: Divide by 100 Teacher: Yes. And why? W ng.: So we know what 1% is. Teacher: Correct.
Doug Lemovs expert teachers said : Because learning is getting it wrong, and then getting it right. There is no shame in not knowing, or getting it wrong, if you learn from it and can answer correctly the next time. Doug Lemov s expert teachers said they used the method so that a student who cannot answer doesn t feel put down. They got it right in the end.
Diagnostic questions: Which statements below are true? (64 possible answers) 1. Area is Length x Height for a rectangle 2. 2 metres squared = 2 metres x 2 metres 3. For a square, area is twice the length of one side 4. Area is measured in the units of length, such as centimetres or metres 5. For a rectangle, the area is always a bigger number, than that for its perimeter 6. Area is the two-dimensional space occupied by a shape, in square units
When trialing any evidence-based teaching method: Trial the method briefly in one of your classes Trial 5 to 25 times Reflect, learn, and decide how to improve Ask your students what they think of the method. Can they think of an improvement you could make? Talk about your trials with colleagues, asking for advice Trial 5 times for does it work and 25 times for quite effective use. (You don t need a control group )
