12,782
edits
OER4Schools/More on questioning: Difference between revisions
From OER in Education
→Increasing participation in answering questions
| (82 intermediate revisions by 5 users not shown) | |||
| Line 1: | Line 1: | ||
{{OER4S}} | {{OER4S | ||
|title=More on questioning | |||
|session=2.3 | |||
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | |||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |||
* further techniques for questioning and '''handling responses''' | |||
* common mistakes made when asking questions in the classroom | |||
* how to increase pupil participation for answering questions | |||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |||
* practise effective questioning and handling responses | |||
* role-play a question and answer session with '''common questioning mistakes''' to highlight how ineffective some commonly employed questioning strategies can be | |||
* recognise and plan to use a range of '''effective strategies to increase pupil participation for answering questions''' | |||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |||
* Using Etherpad to make shared notes | |||
* Planning a lesson with Geogebra | |||
{{ OER4SchoolsWSInfo/ICT intro students}} | |||
* try another lesson with Geogebra. | |||
|resources= | |||
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag. | |||
}} | |||
= Making notes with Etherpad = | |||
Appoint two scribes, who make notes where appropriate in Etherpad. Occasionally change who the scribes are. | |||
= {{name for review of follow up}} = | |||
= | |||
{{review of follow up}} | |||
= Last week, what was your practice like? = | |||
{{ednote|text= | {{ednote|text= | ||
Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning. | |||
Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/Questioning | Ask participants to refer to page 7 in the VVOB handout from last week; it is available at [[OER4Schools/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. The document can be found at [[File:TESSA_Using_questioning_to _promote_thinking.doc|here]]. | ||
Participants can briefly read through the rest of the VVOB handout (we will do an activity on Blooms' Taxonomy in a later session in preparation for the enquiry unit) and then proceed to the TESSA handout work. Ask them to be swift yet thorough in reading. | |||
Present yourself as available if they need to clarify something from the handouts. | Present yourself as available if they need to clarify something from the handouts. | ||
}} | }} | ||
Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No. | {{activity|Writing|: Self assessment of questioning techniques using a checklist.|5}} Look at the [[OER4Schools/Questioning checklist]] (taken from the green box on page 7 of last week’s VVOB handout on questioning) and see how the statements might have applied to your practice during the past week (i.e. since the last session on questioning). Tick Yes or No. | ||
= Reading for further questioning and handling responses = | |||
Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week? | {{activity|Reading| for further questioning and handling responses|10}} Read pages 2 and 3 of the TESSA handout with the headings ‘Improving the quality of responses’ and ‘Common mistakes in questioning’. Which 2 of these 5 strategies for effective questioning and handling responses would you like to try out in the next week? | ||
Prompting | # Prompting | ||
# Probing | |||
# Refocusing | |||
# Sequencing | |||
# Listening | |||
{{activity| Role play in pairs| common questioning mistakes.|5}} Have fun role-playing a teacher-student question and answer session where the teacher tries to include as many of the common questioning mistakes as possible. You'll need to be creative to get the most from this activity. | |||
{{ednote|text= | {{ednote|text= | ||
Ask participants to keep these answers safely. They will be required for further activities. | Ask participants to keep these answers safely. They will be required for further activities. | ||
Before proceeding to | The role play activity is supposed to be light-hearted and fun allowing the participants to laugh at themselves. We are all guilty of making questioning mistakes from time to time. | ||
Before proceeding to the next activity, confirm that everything mentioned in the handouts is clear to the participants. If anything is not clear, have a discussion about it and involve everybody. | |||
}} | }} | ||
= | = Increasing participation in answering questions = | ||
{{ednote|text= | {{ednote|text= | ||
Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag. | Prepare for this activity by printing out from the file the list of [[OER4Schools/Strategies for increasing participation in answering questions|Strategies for increasing participation]] and cut it up so each strategy is on a separate small piece of paper. You can also write them if printing is not possible. Fold each piece separately and keep them in a basket, box, tray or plastic bag. | ||
}} | }} | ||
[[Image:mini-whiteboards.jpg|350px|alt=pupils holding up mini-whiteboards in a classroom]]<br /> | |||
Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file. | Here is a list of ''' [[OER4Schools/Strategies for increasing participation in answering questions|strategies for increasing participation in answering questions]]''', also available as a separate file. | ||
{{oinc|OER4Schools/Strategies for increasing participation in answering questions}} | {{oinc|OER4Schools/Strategies for increasing participation in answering questions}} | ||
Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples. | {{activity|Game and discussion| on strategies for increasing participation in answering questions.|10}} Ten volunteers each pick up one folded paper from the basket. They read the strategy on it and then they explain it to other participants through demonstration and/or thinking of practical examples. | ||
{{ednote|text= | {{ednote|text= | ||
Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear. | Encourage volunteers to suggest practical examples. Ask other participants to ask the volunteers questions if any strategy is not clear. | ||
Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why? | |||
}} | }} | ||
{{activity|stgw| in pairs on using these strategies.|10}} Working in pairs, start a new activity template, and make some notes on which strategies you want to try. | |||
= | = Video: Questioning Styles and Strategies = | ||
[[File:Diane_L1_photo.jpg|thumb|300px]] | |||
[[File:Diane_L2_photo.jpg|thumb|300px]] | |||
In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:''' | |||
* What were the different types of questions you identified in the clips? Which types do you think were more effective? | |||
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples. | |||
* How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips? | |||
{{activity|otr|: Watching a video on questioning styles and strategies.|10}} | |||
{{: Video/Questioning Styles and Strategies.mp4 }} | |||
In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels. | In this 8-min. sequence, Dr. Harvey Silver guides you through a learning session that may help you develop a wider repertoire of effective questioning practices for your classroom. A larger variety can help you engage learners working at different levels. | ||
{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}} | |||
{{: Video/Diane Lesson 2 D2.5.m4v }} | |||
This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues. | This 10-min. clip illustrates how groups of children aged 10 revisited a collection of images that Diane, a UK primary teacher, had collated during the previous lesson, pertaining to personal safety issues. | ||
{{Ednote|text= | {{Ednote|text= | ||
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone. | |||
The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported). | The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported). | ||
}} | }} | ||
{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following: | |||
* What were the different types of questions you identified in the clips? Which types do you think were more effective? | * What were the different types of questions you identified in the clips? Which types do you think were more effective? | ||
* Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples. | * Which questions or statements seemed effective in extending pupils’ responses and getting them to build on each others’ ideas? Give examples. | ||
* How can you adapt | * How can you adopt or adapt the strategies for increasing pupil participation in your classroom? What would you like to add or change about the practice in the clips? | ||
Share and discuss your observations. Add notes to your activity template as to what you can try in class. | |||
= Planning | = Planning your questioning activity = | ||
Write down any further points emerging about questioning and handling responses in the table that you filled in during | Write down any further points emerging about questioning and handling responses in the table that you filled in during the first activity in this session. | ||
{{activity|stgw|: Planning in pairs for a questioning activity.|10}} Prepare a 10-minute activity for an impending lesson that focuses specifically on questioning and handling responses related to the lesson topic. Work with a same-grade buddy if available. Use the same [[OER4Schools/activity template|activity template]] that you have already started. Include some of the new ideas that have emerged in this session; be sure to include | |||
* one of the strategies for improving the quality of responses (TESSA) | * one of the strategies for improving the quality of responses (TESSA) | ||
* one of the strategies for increasing participation in answering questions | * one of the strategies for increasing participation in answering questions | ||
In your pair, discuss which other points about questioning and handling responses should be included in the [[OER4Schools/Questioning checklist|Questioning checklist]]? Edit the table using the copy in the checklist file and add your own statements at the bottom. | |||
Notes: | |||
* You may or may not want to trial the same activity: This is up to you. Both of you can plan the same activity, or a different activity. | |||
* Think whether you can include ICT in some way: Can you support the questioning activity with some images? You could use your previously made slideshows. If you run your questioning activity before the Geogebra activity (see below) then you can use the netbooks for both! | |||
{{Ednote|text= | {{Ednote|text= | ||
| Line 108: | Line 147: | ||
* How long do you wait for before asking the next question or making the next statement? | * How long do you wait for before asking the next question or making the next statement? | ||
* How do you encourage shy pupils to answer? | * How do you encourage shy pupils to answer? | ||
* How do you manage same pupils answering most questions? | * How do you manage the same pupils answering most questions? | ||
* When a pupil responds to your question, do you give feedback immediately or follow it up with another question? | * When a pupil responds to your question, do you give feedback immediately or follow it up with another question? | ||
Ideally these activities will result in a modified observation checklist related to questioning and handling responses. | |||
Encourage participants to include as many points in this table or ‘observation checklist’ as possible. | |||
}} | }} | ||
{{activity|Agreeing| a time for peer observation.|5}} At the end of this activity, briefly agree with your partner, when you can observe each other. When you do this observation, make sure you take your (amended) [[OER4Schools/Questioning checklist|Questioning checklist]] along. | |||
{{ednote|text= | {{ednote|text= | ||
Make sure that everybody agrees when they will observe eachother. | |||
}} | }} | ||
= Follow-up classroom | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | |||
{{Activity for connecting with overarching goals}} | |||
= Follow-up activities = | |||
{{activity|Agreeing follow up activities|5}} | |||
{{fup|A}} '''Trialling of your activity and peer observation.''' Try out your new questioning activity in a lesson and ask your buddy to observe you for just that section of the lesson. They should use your modified observation checklist to see if your questioning meets your own goals but can also add their own comments below the table. In turn, observe your buddy using their checklist. | |||
{{fup|B}} '''Trying our different strategies.''' You might like to try out other strategies in other lessons, for example those you ticked No to or added your own ideas to in the [[OER4Schools/Questioning checklist|questioning checklist]], or other strategies for improving the quality of responses or participation in answering questions. | |||
{{fup|C}} '''Geogebra and netbooks.''' Do the Geogebra-based activity. As you do the activity in the classroom, try to see how familiar your students are with using the netbooks. | |||
{{setting of follow up}} | |||
{{activity summary}} | |||
{{OER4S_NextSession}} | |||
