Strategies for Effective Questioning and Student Engagement in Learning
This detailed guide explores various questioning techniques and strategies to enhance student engagement, identify misconceptions, and close learning gaps. It covers methods to scaffold questions, encourage insightful inquiries, utilize response systems, and develop critical thinking skills. The content also delves into whole-class and individual response systems, including hinge questions, multiple-choice formats, and fostering a positive learning mindset.
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KEEPINGLEARNINGON TRACK: QUESTIONS Helping to close the gap? Identify misconceptions and difficulties? Helping to pitch work to right level? All challenged? Why am I using a question? How does it link to learning? What is the question for? How do I expect pupils to respond: Think, Write, Verbal, Draw? Whole class? Individual? Pair? Small group? Hands up/no hands? What did your group...? Do I plan questions? Sequence of questions to scaffold up to bigger/more difficult questions e.g. use question grids Do pupils form and ask insightful and thoughtful questions? How? Wonderwalls? Post it notes? In book? Question area in room? Question grids? How do I pick who will answer questions? -Random name generators? -Data led targeting questions? -Loudest voice? Highest hand waver? Do I need to deepen thinking? How? -Hinge Questions -Blooms taxonomy -Socratic Questioning -Open- challenge answers? Using the best technique for outcome? -Am I using key questions? In a lesson- across a unit to keep focus? -Multiple choice questions? -Objectives as questions? -Instead of what is.. use What could be. What might be.. -Argue against/for a statement questions. Why would they say it s true? -Start with a fact and ask a question that links to it. -If this is the answer- what s the question? -A B C (pose question g + get answer then- ask pupils to add to the original answer. -Build on the answer + develop quality, Challenge answer- is there a better way? Flaw in the answer? Better vocabulary? Do I make simple mistakes: Do I actually answer the question for them? Is it longwinded? Confusing? -Wait time? Do I give them to think? Do I think before I answer? (model) -Afraid of silence? Too many questions at once? Do I interrupt pupils? How will I check answers? -RAG cards -Ask Listen in on discussions -Get pupils to write ideas on mini white board- Any extra not on board? ABCDE cards- True or False cards -Write on a post it note. Will all pupils be engaged? -Stand up if..? Pair Share? Snowballing? RAG? -Check with rest of class tick if anyone has same- snap. Put a + if you hear a new great idea. -thumbs up down? Show on fingers how many you know -Take one answer? Build on previous answers? -String discussion- silent debate? - ABCDE cards Have I developed a strategy for the I don t know answer? -Mindset -Self esteem? -Fear Failure? -Think pair share. Pose, Pause, Pounce, Bounce - Phone a friend - 3B4 ME- Check book and come back to you later.-Body language to encourage? -
Whole Class Response Systems A B C D RAG Cups Mini Whiteboards RAG Cards ABCD cards (Use with Multiple choice PowerPoints, Games e.g. Penalty Shoot Out). Stand up, sit down, crouch half way Fingers Quizdom. Voting APP. True, False, Don t Know Yes, No, Don t Know NO Don t Know YES FALSE Don t Know TRUE
A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson. Are they with me? Shall I carry on? Do I need to change direction or start again? The question should fall about midway during the lesson. Some lessons may have two or more hinges. Every student must respond to the question within two minutes using a whole class response system e.g. mini whiteboards, ABCD cards. You must be able to collect and interpret the responses from all students in 30 seconds
Maths Look at the following sequence: 3, 7, 11, 15, 19, . Which is the best rule to describe the sequence? n + 4 3 + n 4n - 1 4n + 3 English Which of these is the best thesis statement? A. The typical TV show has 9 violent incidents B. The essay I am going to write is about violence on TV C. There is a lot of violence on TV D. The amount of violence on TV should be reduced E. Some programs are more violent than others F. Violence is included in programs to boost ratings G. Violence on TV is interesting H. I don t like the violence on TV History In which year did World War II begin? 1919 1937 1938 1939 1941
MFL Which of the following is the correct translation for I give the book to him ? Yo lo doy el libro. Yo doy le el libro. Yo le doy el libro. Yo doy lo el libro. Yo doy el libro le. Yo doy el libro lo SCIENCE Ice-cubes are added to a glass of water. What happens to the level of the water as the ice- cubes melt? (a) The level of the water drops (b) The level of the water stays the same (c) The level of the water increases (d) You need more information to be sure SCIENCE What can we do to preserve the ozone layer? A. Reduce the amount of carbon dioxide produced by cars and factories B. Reduce the greenhouse effect C. Stop cutting down the rainforests D. Limit the numbers of cars that can be used when the level of ozone is high E. Properly dispose of air-conditioners and fridges
SOCRATIC QUESTIONS Socrates himself thought that questioning was the only defensible form of teaching. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners. 1.Getting students to clarify their thinking e.g., Why do you say that? , Could you explain further? 2.Challenging students about assumptions e.g., Is this always the case? , Why do you think that this assumption holds here? 3.Evidence as a basis for argument e.g., Why do you say that? , Is there reason to doubt this evidence? 4.Alternative viewpoints and perspectives e.g., What is the counter-argument? , Can/did anyone see this another way? 5.Implications and consequencese.g., But if...happened, what else would result? , How does...affect...? 6.Question the questione.g., Why do you think that I asked that question? , Why was that question important? , Which of your questions turned out to be the most useful?
Time to Posethe question or problem. Pause give students thinking/refection time. Pounce - on a student to give an answer. Bounce the student bounces the question to another student ( could be to get the answer, to see if its correct., whether they agree/disagree, is there anything they would like to add etc.
I WONDER WALLS GOTAQUESTION? ASK .. Hand Holding Paper Post-it rouge During a lesson students use red post-it notes to ask questions. They stick to a picture. Other students can answer it by writing it on the green post-its. Achievement points are given to both. Post-it rouge Hand Holding Paper
Question Grids Insert any picture, written source, audio file, video.
Random methods of choosing which student answers a question Data-led/Knowledge of your group Lolly Sticks Names on paper out of a bag Randomising program on the internet Budgen Block
Creating Creating Evaluation Evaluation P L E N A R Y B L O O M S Evaluation Evaluation Analysis Analysis Application Application Application Application Comprehension Comprehension Comprehension Comprehension Knowledge Knowledge Knowledge Knowledge
