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Whole Class Questioning – no hands


The teacher asks questions of the

whole class and directs these to certain
individual pupils and insists on no hands
White Boards

Pupils write their answers/ideas on

their white boards and hold them up
for the teacher to see.

Can be used as a Q and A technique

for the whole class or as a way of
brainstorming ideas.
Quick Tests

The teacher asks the whole class 10

quick questions and the pupils write
their answers in the back of their
exercise books.

The pupils then mark their own answers

or books are swapped and pupils mark
each others answers.
Making a poster

Creating posters is a common activity; however, the

quality of the final product can often be
disappointing. Therefore, to help pupils to produce
good posters:

1.Teacher discusses with the class what would make

a “good poster”

2.Then they decide upon a set of assessment

criteria for the posters

3.Afterwards pupils assess their own posters and

those of others against the assessment criteria

4.The assessment criteria are revisited

Whole Class Questioning – hands up

The teacher asks the whole class

questions and only takes volunteers with
their hands up.
Group work on big copies of
exam/test questions

Each group of about 4 pupils is given a

super-sized laminated exam/test

Pupils discuss their suggested answer

before writing it.

Afterwards they mark their joint effort

using the mark scheme.
Questions – text book or worksheet

After some teaching a worksheet or

questions from a textbook are given to
check understanding.

The teacher then moves energetically

around class marking work and praising
pupils as they do the questions.

Questions on the worksheet (less easy to

do if using a textbook) are staged from
easy, so all pupils can at least engage, to
more difficult.
Traffic lighting 2

All pupils are given a red, amber and green

card at the beginning of the lesson.

At the end (or at various points of the

lesson) the teacher reviews progress by
asking questions – pupils raise cards red if
they don’t know the answer, amber if they
are not sure and green if they know.

The teacher then gets green pupils to

explain to red or amber pupils and then
checks they understand.
Traffic lighting 1

Objectives are put on the board at the

beginning of the lesson and explained. The
pupils copy the objectives into their books.
Time is left at the end of the lesson for
the pupils to traffic light each objective.
True/false cards

Each pupil is given a green (true) and red

(false) card. The teacher reads out
statements (any time in the lesson to check
understanding) and pupils hold up cards if
they think statement is true or false.
Loop Game

Pupils are given a question card with an

answer to another question on the back
(see example). The whole class plays the
game (as we did in the Periodic table

This can be done at any point in the


I understand this topic

really well

I understand some of this topic

but find it difficult

I understand most of
the topic

I don’t understand this topic

This is quite similar to traffic lights.

The pupils are given a sheet (see
example) at the beginning of a topic and
asked to fill in their thermometer at the
beginning of the topic for each objective
and then at the end.
One question per group then

Exactly as it says – each group has to

answer a question correctly before they
are allowed to go.

How might you develop or change this?