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OER4Schools/More on questioning: Difference between revisions
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{{OER4S | {{OER4S | ||
|title= | |title=More on questioning | ||
|session=2.3 | |session=2.3 | ||
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | }}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* further techniques for questioning and handling responses | * further techniques for questioning and '''handling responses''' | ||
* common mistakes made when asking questions in the classroom | |||
* how to increase pupil participation for answering questions | * how to increase pupil participation for answering questions | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* practise effective questioning and handling responses | * practise effective questioning and handling responses | ||
* recognise and plan to use a range of strategies to increase pupil participation for answering questions | * 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}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
* Using | * Using Etherpad to make shared notes | ||
* Planning a lesson with Geogebra | * Planning a lesson with Geogebra | ||
{{ OER4SchoolsWSInfo/ICT intro students}} | {{ OER4SchoolsWSInfo/ICT intro students}} | ||
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}} | }} | ||
= Making notes with Etherpad = | = Making notes with Etherpad = | ||
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Dialogue involves building on pupils’ responses so that chains of thinking lead to effective learning. | 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/VVOB Questioning the Questions|Questioning the questions]]. Also distribute the TESSA handout entitled [[OER4Schools/Using questioning to promote thinking|Using questioning to promote thinking]]. | 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. | 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. | ||
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{{oinc|OER4Schools/Strategies for increasing participation in answering questions}} | {{oinc|OER4Schools/Strategies for increasing participation in answering questions}} | ||
{{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. | {{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 | Alternative activity: ask groups to discuss the different possibilities listed – which ones they think would work, and why? | ||
}} | }} | ||
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= Video: Questioning Styles and Strategies = | = Video: Questioning Styles and Strategies = | ||
[[File:Diane_L1_photo.jpg|thumb|300px]] | [[File:Diane_L1_photo.jpg|thumb|300px]] | ||
[[File:Diane_L2_photo.jpg|thumb|300px]] | [[File:Diane_L2_photo.jpg|thumb|300px]] | ||
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In this activity, we will watch two videos. Here are some '''suggested questions for reflection on both videos:''' | 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? | * 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 | * 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? | ||
{{activity|otr|: Watching a video on questioning styles and strategies.|10}} | {{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. | ||
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{{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}} | {{activity|otr|: Watching a video on choosing, annotating and discussing images related to personal safety|10}} | ||
{{: Video/ | {{: 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. | ||
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{{activity|wcd| on these videos, and adding useful question types to your activity template.|10}} We asked you to reflect on the following: | {{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 | * 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. | Share and discuss your observations. Add notes to your activity template as to what you can try in class. | ||
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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. | 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 | {{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 | ||
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* 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? | ||
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}} | }} | ||
{{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. | {{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= | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
