View
30
Download
0
Category
Tags:
Preview:
DESCRIPTION
Open Ended Questioning. Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants. Back to Outstanding Learning. Extended Wait Time. When asking questions make sure you give enough wait time, it sounds simple but many teachers fall into the trap of not waiting long enough. - PowerPoint PPT Presentation
Citation preview
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Open Ended Questioning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Extended Wait TimeWhen asking questions make sure you give enough wait time, it sounds simple but many teachers fall into the trap of not waiting long enough.
Give them time to think!Paired talk is a good way of getting all pupils to engage with a question before they answer it, not too long, just enough is the key.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
It’s Basketball not Table Tennis
Try to get pupils to bounce answers off each
other, passing them on and commenting on
what has already been said
It’s Teacher …pupil…pupil …pupil…
NOT
Teacher…pupil…teacher…pupil…
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
What is a ‘good’ question?
Discuss with students what makes a
‘good’ question. The process can
explicitly show them the difference
between open and closed questions.
They can then come up with
questions on a topic and decide
which are best, and then move on
to discuss and answer these.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
BouncingBounce answers around the room to
build on understanding and have
students develop stronger reasoning
out of misconceptions.
E.g.
“Jimmy, what do you think of
Sandra’s answer?”
“Sandra, how could you develop
Carl’s answer to include more detail?”
“Carl, how might you combine all
we’ve heard into a single answer?”
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Rich Questioning
Use an enquiry question to stimulate
high-level thinking in the lesson or
unit.
e.g.
Do scientists invent complicated words to stop other people from understanding what
they're up to?
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
‘Might’When questioning, insert the word
‘might’ to give students greater
opportunity to think and explore
possible answers.
e.g.
What is meaning of osmosis?
What might the meaning of
osmosis be?
The first infers a single answer known
by the teacher whereas the second is
inherently more open.
What might the osmosis look like?
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
X and Y
Ask students why X is an example of Y
e.g.
Why is an apple an example of a fruit?
Why is a fox an example of a mammal?
Questioning in this way avoids factual
recall and asks for the underlying
reasoning to be made explicit.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Tell your neighbour
Students ‘tell their neighbour’ as a
means of articulating their thoughts.
- Ask a question, give thinking time
and then ask students to tell their
neighbour their thoughts.
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Group Answers
Students work in small groups to
agree on answers – when tests are
returned or in other situations.
The process of agreeing should
include reasoning over the validity of
the consensus answer, as well as
reasoned negation of misconceptions
or wrong answers.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Idea Thoughts
When you have received an answer
to a question, open up the thinking
behind it by asking what others think
about the idea.
e.g. “What do others think about _________’s idea?”
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Level Ladders and QuestioningUse the vocabulary in the ladder to put questions to pupils at different levels, they can be trained to identify them and can comment on or improve each others answers. It will help you to move away from low level questioning (i.e. Key word answers).
Match/name/identify
Use models to explain
Explain
Describe
Apply
SynthesiseMake links
L3
L5
L4
L7
L6
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Why? How? What would happen?Using the words
• How…• Why…• What would happen…
At the start of a question tends to make it
more open-ended and gets better
responses from pupils.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
ExtendingHelp pupils to extend their answers with
supplementary questions
• Why do think that…
• What evidence is there….
• What have we done that makes you think that…
• Can you justify that…
• Can you include the idea of particles…
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Word Count
Set a minimum number of words that must
be used.
I want you to use at least 10 words in your answer!
Set some words that must be used in the
answer
I want you to include the words particle, bonds and reaction in your answer!
Paired talk works well with these types of approaches.
Back to Outstanding Learning
Jules Gordon and Adie Bett Teaching, Learning and Assessment Consultants
Pyramid DiscussionThis activity provides a structure for whole class or
group discussion of “big” open-ended questions.• Cut out the six triangles, each of which has a comment about a
• big question.
• Arrange the triangles into a pyramid…
• Placing the comment you most agree with at the top.
• Placing the three comments you least agree with at the base of the pyramid.
• Placing the two comments you quite agree with in the middle.
• Use your pyramid to scaffold
discussion of the big question.
Back to Outstanding Learning
Recommended