Thanks to Kal for sharing this tip.
I saw a great activity when observing a trainee teacher yesterday. The activity is to do with recall of prior topics.
As a start activity or “Do It Now” three questions are put on the board as pupils enter:
The FISH question requires pupils to recall something that they were doing last lesson.
The DOG question requires pupils to recall something that they were doing one-two week ago (previous topic).
The WHALE question requires pupils to recall something they were doing a month ago (perhaps two topics ago).
This is a simple method of introducing spaced learning into lessons. Going forward a department could incorporate specific questions into a scheme of work.
I really enjoyed this blog, questioning is something that I am always trying to improve and this really clarified the need to think carefully about the sequencing of the questions we ask.
Questioning for Confirmation… and then Challenge
A resource to support the development of differentiation and challenge for all students.
Differentiation and Challenge Newsletter
A resource to support the development of questioning skills.
Questioning Newsletter June 2015
A resource to help implement Kagan coopertaive learning structures.
Cooperative Learning Newsletter Oct 2013
This is a nice blog to get us thinking about teaching and learning as we approach the new term. You may recognise the struggle zone and the six principles as I have shared this before. This is taken from the book ‘Make Every Lesson Count’ which is an excellent book if anyone would like to borrow it.
This blog discusses the importance of allowing students ‘time to connect the dots’ and only teaching for 10 minute periods at a time to ensure that students can ‘chew’ the information.
10/2 Chunk And Chew
The link to the Teach Like A Champion blog raises some interesting points about using random name generators like lollypop sticks in lessons. It also talks about the balance between hands up and hands down which was something we talked a lot about in the December INSET day session.
Thank you to Scott who shared this interesting read on creating a safe environment for public speaking.
This week’s tip is one to get us thinking about the quality of our questioning in the classroom? After a long half term, how successful has this important strategy been for us?
- Is questioning targeted to individual students? A hands down approach.
- Does questioning involve a wide range of students?
- Do we ask students ‘Why?’ – to get them to verbalise their thinking?
- Does questioning both deepen and develop thinking? Is it carefully targeted to check for common misconceptions?
- Are student responses developed by further questioning e.g. what do you mean by that? Can you expand on that?
- Are students given enough time to think about their responses? Think, pair, share is a nice strategy to develop this.
- Are hinge questions used during the lesson – to assess whether or not the learning can be moved on e.g. from surface to deep learning?
- Are reluctant respondents encouraged to respond by careful scaffolding?
- Are students encouraged to respond to and evaluate the responses of their peers e.g. use ABC questioning – after a response, they need to agree, build on or challenge the response.
- Are students encouraged to ask questions?
- Are students expected to rephrase answers in Standard English?
- If the answer is not correct, do we develop their response by further questioning?