Questioning Wall

Today’s teaching tip is a great way to promote questioning and enquiry within your classroom and create and use an interactive display.
1. Create a questioning wall grid within your classroom.
2. Provide a stimulus material to pupils, such as a photograph or an artefact.
3. Encourage pupils to create questions about the stimulus, using the questioning wall.
4. Ask pupils to stick their questions onto the wall. They can then take a question from the wall, or you can look at these to answer them around the wall.
There are many other ways you can use the wall:
The wall can also be used to develop pupils’ questioning skills. Try to encourage pupils to ask questions in different areas of the grid.
You could also provide pupils with answers to questions and ask them to come up with a question, using prompts from the wall to help. It may then be interesting to compare different questions for the same answer.
A picture of a questioning wall can be seen below and is currently on display in the Geography Department. Thank you to Mike Lovelady
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3-D ROUND QUESTIONS

“TODAY …YOU ARE GOING TO ANSWER SOME QUESTIONS ABOUT THE ELEMENTS IN A ROUND 3-D SHAPE….!!!”

chemisty 3-d 5

“OH…MISS…WHO EVER HEARD OF A ROUND QUESTION…?”

Questions about the elements in Chemistry from the Periodic Table were put on a molecule template, consisting of 3 strands. Each strand was  previously cut out to make a quicker 3-D assembly in the short 10 min. Working in pairs, the girls searched for their answers to the questions on their Periodic Table, while assembling the molecular shape. As the sphere shape evolved, the girls  glowed with a sense of satisfaction.

1 SIMPLE SHAPE + FUN QUESTIONS= LEARNING IN THE ROUND  !!!

“Justify it”

You can use this as a starter activity. You need to provide a conclusion for the pupils and they must provide their reasoning behind it. (It’s better to do this mid-way into a topic.)
Provide the students with a statement, such as “A scanning electron microscope is more useful than a light microscope”, “Ancient Egypt was a good place to live”, or a statement in another language which the pupils could justify etc.

The pupils need to create justifications for the statement by developing an argument(s), based on reasoning, evidence and examples (if possible).

Ask pupils to share their justifications in their groups and they could then use these to develop a persuasive argument for the topic you are studying, or use them to share knowledge and ideas on a topic. If you do this with two opposing statements, you could have the starting point for a debate.

This method allows the pupils to revisit prior learning, but also develop their skills of reasoning.

Team building (Perhaps you could adapt this for form time)

This is based on a tip that we sent out last year. You will need a small object that would be suitable to move around the class, e.g. a soft ball, stress ball etc.
1. Obviously, you will need to decide whether this is suitable for your class and also set some ground rules before you start e.g. underhand throws, be sure the person is ready before you through this, don’t throw around the table, throw to a different person each time.
2. One pupil throws the ball to another, as they throw the ball, they ask a question or they start a list of answers of a given topic.
3. The next pupil catches the ball, answers the question / adds to the list and passes to the next person etc.
You could use this activity to enable your form to find out more about each others’ interests and build a greater rapport, or in a class you could use this to share ideas on a topic / set a scene for a story etc.

WORDS FOR A PENNY

WORDS AND MATHS

HOW MUCH IS A WORD WORTH YOU ASK…..?

THIS WAS THE MILLION £ POUND £ QUESTION GIVEN TO THE GIRLS IN THE EARLY MORNING.

A LIST OF ALPHABET LETTERS, WITH NUMBERS ASSIGNED TO THEM, WERE DISPLAYED ON THE BOARD.

“I NEED …A WORD WHICH COSTS 50p…THEN 83p……NOW A £1…RIGHT…GO..!

CROSS CURRICULUM TO WAKE UP TIRED MINDS ON A MONDAY…..WHY NOT TRY IT…!!

(OH…MAKE SURE YOU LOOK FOR THE WORDS

ON SPECIAL OFFER, OR THEY CAN BE RATHER EXPENSIVE….!!)

Hi everyone!

We hope you all had a great holiday and are refreshed for the year ahead!

The anti bullying team here at AGGS have already had our first meeting of the year and are so excited already at the ideas we have discussed.

For those who are wanting to go to the TV lounge you will happy to know that it will continue to run this year with the details to yet be arranged.

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Anti Bullying Team

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What’s the Question?

What’s the question is extremely simple but so effective and can currently be seen in Mock the Week.

The activity involves giving students an answer and then asking them to work out what the question (or questions) is. For example, if the answer is 10, what was the question? Well, it could be:
7 +3, 20 – 10, 1 + 1 + 8 etc
However, try to encourage the students to be creative and think beyond the obvious. The question to the answer 10 could be, ‘What Number Downing Street does the Prime Minister live in?’
The activity is applicable to any subject. If the answer was rain, what was the question? If the answer was Hamlet, what was the question. This activity can also be used to add a bit of competition to the classroom with the most original question winning a prize of some sort
The first teaching tip of the academic year has been shared by Val Rice.

Chocolate History Crunchies

SNAP, CRACKLE AND POP….!!!

history cornflakes

True and False questions about foods throughout history.

(Making History a Tasty subject…)

As the girls listened …………….eyes grew wide as  questions were asked about fast foods in 966 AD.

How do you have your gruel?  With or without lice ?

Easy on the onions please….!