Effective questioning techniques

Stoke Damerel Community College


We are going to look at: 1. Purpose & pitfalls of questioning Different types of questions Planning sequences of questions Tactics How to encourage the learner to ask questions Dealing with an answer Plenary . 4. 6. 5. 7. 3. 2.

To check on prior knowledge and understanding. To focus pupils¶ thinking on key concepts and issues. discussion and feedback . Inform teaching and promote pupils thinking about what they have learnt. engage and challenge pupils. To stimulate recall. Encourage dialogue.1.) Purpose of questioning       To interest.

Not giving pupils time to think. Asking questions only of the brightest or most likeable pupils. Not correcting wrong answers. Asking the same type of questions. Failing to build on pupils answers.Pitfalls        Asking too many questions at once. Asking a question and answering it yourself. .

Understand how questions engage pupils and promote responses. . Know the pitfalls to avoid. Use the lesson¶s learning objectives and outcomes as a basis for key questions and sub-questions.How can you become an effective questioner?       Know how to plan questioning in a lesson. Know how to respond to answers so that pupils are encouraged to participate. Learn classroom tactics you need to become an effective questioner.

Open Questions .

Closed Questions .

µWhat is the grid reference for Great Malvern?¶ Open questions eg.2. harder questions . descriptive. easy questions Higher order questions: Sophisticated thinking. µWhich of these four sources were the most useful in helping with this enquiry?¶ Lower order questions: Factual.) Different types of questions     Closed questions eg.

Turn closed questions into open questions Instead of asking«  ask«  Is this a polygon?  Which foods are good for us? What are the main characteristics of Romeo & Juliet?    What are the properties of a polygon? How do we know which foods are good for us? How does the language that Shakespeare uses shape the characters in Romeo & Juliet? .

.Rich questions«.     What? Who? Where? When?   How? Why? These questions tend to elicit information These questions interpret the information .

Effective questioning for coaching/mentoring      Clarifying questions ± Do you mean? Could you give me an example? Could you repeat that? Curiosity/interest questions ± That¶s interesting can you tell me? What was that like? Elaborating questions ± Could you tell me more about that? Summarising questions ± If I can summarise«« It seems to me«« What you are saying is«. Reflecting questions ± What I think you are saying is«? Am I right in thinking«? Adapted from Miles Downey¶s 4 step active listening model .

) Planning a sequence of questions using Bloom¶s .3.

Example of a sequence«« Evaluation Was Goldilocks good or bad? Why? Synthesis Can you think of an alternative ending to the story? Analysis Which parts of the story could be true? Application What would have happened if Goldilocks had come to your house? Comprehension Why did Goldilocks like Baby Bear¶s bed best? Recall/knowledge Whose porridge was too sweet? .

Pausing to scan or survey. PQP ± praise. Big questions. Probing ± useful follow ups to seek more information. Placing a minimum requirement on the answer.4. No hands up questioning. Using group discussion strategies (collaboration). questions and pose a solution .) Tactics for effective questioning           Cues and prompts. Wait time after a pupil response. Creating a climate where pupils feel safe to make mistakes.

invites them to i share theirhthinking and to give a more articulate answer i i i ask« Instead of asking« s  Is this e complex a sentence? t h i What kind of film is d m  Why is this a complex sentence? Why is Star Wars a Science fiction film? Why can 7/9 not be simplified?   Star Wars?  Can 7/9 be simplified?  .Don¶t ask the question ± give the answer and ask why it¶s correct T This strategy forces pupils to think.

.) How to encourage the learner to ask questions:       Model good learning behaviour ± ask questions yourself. not the answers. Students ask questions as a basis for taking notes.5. Display key questions ± Where? Why? When? Who? What? Frame lessons in the form of questions. Have a µquestion wall¶ or box. Give assessment marks for the quality of the questions.

If an answer is a result of speculation: Accept all answers as being of equal worth then ask more probing questions to find out which are morelikely to be correct. The answer is incorrect: Consider simplifying the question or provide a series of prompts to encourage a better answer.6.) Dealing with answers     The answer is correct: Acknowledge and indicate why it is a good answer or ask other pupils what they think. . If the answer is partly correct: Acknowledge the parts which are correct and use prompts to deal with the incorrect parts.

intent and feelings .Levels of listening Ignoring Making no effort to listen Pretend listening Giving the impression you are listening Selective listening Hearing only parts of the conversation that are relevant Attentive/active listening Paying attention and focusing on what is being said Empathetic listening Listening and responding with both heart and mind to understand words.

Absorb what is being said and rephrase it in your own words. Acknowledge the feelings and show you have empathy.Active listening 1) 2) 3) 4) Listen to what is being said and repeat the content back. Adapted from Miles Downey¶s 4 step active listening model . Summarise the issues and help the other person to identify her/his own solutions.

Next steps«.     Have a go at one or two of the tactics Plan more questioning into lessons Maybe consider analysing the types of questions you ask in lessons Ask more questions when introducing the learning objectives .

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