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Whole Class Questioning – no hands

up

The teacher asks questions of the


whole class and directs these to certain
individual pupils and insists on no hands
up.
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
question(s).

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
sessions).

This can be done at any point in the


lesson.
Thermometer

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
dismissal

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?