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{{OER4S
{{OER4S
|title={{Get session title}}
|title=Questioning
|session=2.2
|session=2.2
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo
|intention={{ OER4SchoolsWSInfo/intention intro}}  
|intention={{ OER4SchoolsWSInfo/intention intro}}
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* differentiating between types of questions ('''closed questions''' versus '''open questions''' and '''surface questions''' versus '''deep questions'''),
* what learners understand,
* generating open and deep questions,
* what they misunderstand,
* other types of questions that you can ask students (e.g. '''questions for remembering / understanding / applying / analysing / evaluating / creating'''), and
* what they are actually learning.
* handling multiple responses.
 
Specific objectives for this session are:
 
* Differentiating between types of questions: closed questions versus open questions; and surface questions versus deep questions.
* Practise generating open and deep questions.
   
   
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
|success criteria={{ OER4SchoolsWSInfo/criteria intro}}
* play a game to classify questions as open or closed,
* further classify questions during discussion using an information sheet for reference, and
* watch a video and identify techniques for '''handling multiple responses'''.


|ict={{ OER4SchoolsWSInfo/ICT intro}}
|ict={{ OER4SchoolsWSInfo/ICT intro}}
* Planning a lesson with Geogebra
* planning a lesson with Geogebra
* Using EtherPad to make shared notes
* using Etherpad to make shared notes
{{ OER4SchoolsWSInfo/ICT intro students}}   
{{ OER4SchoolsWSInfo/ICT intro students}}   
* Do a lesson with Geogebra.
* do a lesson with Geogebra


|resources=
|resources=
You will need to have Etherpad or another collaborative writing application available. Change 'lesosn template' to 'activity template'.
You will need to have Etherpad or another collaborative writing application available and some red/yellow/green cards for '''robots/traffic lights''' resource.


}}
}}
{{todo|
 
This session uses the lesson plan template, which we havne't introduced yet.
}}


= {{name for review of follow up}} =
= {{name for review of follow up}} =


{{review of follow up}}
{{review of follow up}}
 
= Introduction =
Questioning, offering opportunities for classroom talk, and listening to learner responses are an essential part of interactive teaching. They help teachers to determine
* what learners understand,
* what they misunderstand, and
* what they are actually learning.


= Reflecting on current questioning practice =
= Reflecting on current questioning practice =
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You will need mini-blackboards and something for display (blackboard/flipchart).
You will need mini-blackboards and something for display (blackboard/flipchart).


Choose some topics that they are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:  
Choose some topics that participants are teaching this week (from the curriculum), and display the topics (on blackboard or flipchart). Some examples are:  
* the importance of water{{indinc|C1.2}},
* the importance of water{{indinc|C1.2}},
* living together{{indinc|C1.13}},  
* living together{{indinc|C1.13}},  
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}}
}}


{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?  
{{activity|stgw| in pairs: Coming up with some questions.|5}} Choose a topic from the board. Write a list of up to five questions on mini-blackboards or paper that you normally ask/would ask the pupils in class?  


{{ednote|text=
{{ednote|text=
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.
Allow only about 3-5 minutes for this activity so that spontaneous questions are recorded.


After 3-5 minutes, explain the types of questions below and ask the other participants to suggest examples from their mini-blackboard that represent these types. Write these examples on the blackboard or flipchart or ask a volunteer participant to do so. Explain one type of question, ask the other participants for examples, record examples on the board and then mention second type.
After 3-5 minutes, explain what open and closed questions are (see background reading below) and ask the whole group for a couple of example questions of each type for illustration. Write these examples (no more than two of each question type) on the blackboard or flipchart for reference during the game, or ask a volunteer participant to do so. When you are sure that participants have got the idea of the differences between the question types proceed with the game.
}}


{{activity|otr| Facilitator talk on open and close questions.|5}} Briefly state what open and closed questions are.
During the game, ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:


{{ednote|text=
* Refrain from judging questions. Record/discuss questions factually without expressing any emotion.
 
Ensure that participants do not feel less motivated if their questions are more closed or surface type. To ensure this:
 
* Refrain from judging questions. Record questions factually without expressing any emotion.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Mention that all types of questions have value and can be used for different purposes. Closed and surface questions are also important to some extent.
* Maintain positive body language by listening attentively.
* Maintain positive body language by listening attentively.


Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with a chalk and write OPEN and CLOSED!
Before the session, prepare the workshop room by marking OPEN on one side of the room and CLOSED on the other side. To keep it simple, draw a line on the floor with chalk and write OPEN and CLOSED!
 
To start the game, ask participants to look at the first question (on their respective lists), work out whether it is open or closed and move to the corresponding side of the room.  When participants have categorised their first question, take a few examples from each side of the room for clarification that they have been correctly categorised. Participants move on to the second question on their list and categorise it in the same way. 


Continue to play the game for five minutes, clarifying that questions have been correctly categorised after each new move, taking examples from different participants each time.
}}
}}


{{activity|Game| on open and closed questions.|5}} Categorise your questions as closed and open questions. For each question, you move to the side of the room marked OPEN if their question is open or to the side marked CLOSED if their question is closed.  
{{activity|otr| Facilitator talk on open and close questions.|5}}
 
 
{{activity|Game| on open and closed questions.|5}} The facilitator will ask you to categorise the questions on your list, one at a time, as open or closed and to move to the corresponding side of the room.  Work through your questions one at a time and categorise them as closed or open when asked to do so. For each question, move to the side of the room marked OPEN if that question is open or to the side marked CLOSED if that question is closed.  Be prepared to explain your rationale to the rest of the group.  


{{ednote|text=
{{ednote|text=


Make this activity interesting by asking participants to run to their side (OPEN or CLOSED) at the sound of clap and ask the participant who gets there first to clap for the second question, and so on.
Make this activity interesting by asking participants to run to the appropriate side of the room (OPEN or CLOSED) at the sound of a clap and ask the participant who gets there first to clap when it is time to move again after considering the second question, and so on.


}}
}}


{{activity|wcd|: Reflecting on current practice.|10}} Where are you standing? Is your current practice of generating questions more open or more closed?
{{activity|wcd|: Reflecting on current practice.|5}} Where do you stand? Is your current practice of generating questions more open or more closed?


= Reading about open and closed questions =
= Reading about open and closed questions =


{{activity|otr|: Reading about open and closed questions.|10}}
{{activity|otr|: Reading about open and closed questions.|5}}
{{background|text=
{{background|text=
'''Closed versus Open questions:'''
'''Closed versus Open questions:'''


* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Closed questions are factual and focus on a correct response. ''Some examples are: Name the different parts of a plant? What are the five nutrients that must be present in a balanced diet? How many sides does a triangle have? What is the formula for calculating the perimeter of a square? How many planets are there in the solar system? Name two sources of renewable energy.''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''
* Open questions have many answers. ''Some examples are: What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent the spread of malaria in your community?''


'''Surface versus Deep questions:'''
'''Surface versus Deep questions:'''


* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use if carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Surface questions elicit one idea or some ideas. ''For example, What is the difference between organic and inorganic fertilizers? What is the use of carbohydrates in a balanced diet? Which part of the sugar cane plant is used for eating? Which features of a cactus plant are useful for its survival in desert regions?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''
* Deep questions elicit relations between ideas and extended ideas. ''For example, What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between the climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''


‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.
‘What if’ and ‘Why’... questions can help you delve deeper into pupils’ thinking.
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= Collecting open questions with Etherpad =
= Collecting open questions with Etherpad =


{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of open questions. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions into Etherpad.
{{activity|ICT activity|: Introduction to Etherpad.|15}} You have been doing your typing practice for a while, and this will help you now. We are going to use a collaborative writing activity to make note of the open questions defined in the previous activity. The facilitator will now introduce you to Etherpad. Work in small groups (one group per computer), and enter your open questions only (from your mini whiteboard/black board) into Etherpad.  


{{ednote|text=
{{ednote|text=
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open question as they occur to them.
Introduce participants to Etherpad (or another collaborative writing application), and get participants to write open questions from the previous activity.


Throughout this session, make a note of open questions: We will use those later when planning an activity.
Throughout this session, make a note of open questions: We will use those later when planning an activity.


To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observed. Make sure that all participants get the idea.
To introduce Etherpad, you can use ideas from here: [[OER4Schools/Group chat with messenger or collaborative writing|Group chat with messenger or collaborative writing]]. Let participants observe how words appear on all screens simultaneously. Perhaps you have some participants writing, while others go round and observe. Then swap who writes and who observes. Make sure that all participants get the idea.
}}
}}


= Questioning our questions =
= Questioning our questions =


{{activity|wcd|: Discussion of questions you can ask, and collecting these in Etherpad.|10}}  Now look at the questions we have collected. How can we decide whether these are open or closed?
{{activity|wcd|: Discussion of the questions collected on Etherpad.|10}}  Now look at the questions we have collected. What makes these questions open rather than closed? What other ways can we classify them?
[[Image:oer4s Abel unit 3 IMG_0488.jpg|thumb|300px]]


{{ednote|text=
{{ednote|text=
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] (see end of this session).
Draw attention to or hand out [[OER4Schools/Questions you can ask|questions you can ask]] and incorporate these into the discussion (see end of this session).


Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
Encourage participants to use this resource for planning their activity (see below) and as ready reference during teaching (by printing them on cards).
}}
}}


Refer to [[OER4Schools/Open and closed questions|open and close questions]] if you get stuck.
Refer to [[OER4Schools/Open and closed questions|open and closed questions]] if you get stuck.


{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).
{{activity|Reading| questioning the questions.|20}} Read pages 2 and 3 of the "Questioning the Questions" handout ({{File|VVOB_-_Questioning_the_Questions.pdf|Questioning the Questions}}).
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Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop.  You may wish to use the following activity as an alternative to individual reading:
Discuss points 1 and 3 only if you think there is less time. It is important that participants cover the material on pages 2 and 3 of the document during the workshop.  You may wish to use the following activity as an alternative to individual reading:


'''Proposed activity for covering the information on page 3''.
'''Alternative activity for covering the information on page 3''':


There are 14 short points for participants to get their head around.  These could be divided up amongst the group, so one point each or one between two depending on the group size.  Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group.  After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group.  By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
There are 12 (not 14 as it appears) short points for participants to get their head around.  These could be divided up amongst the group, so one point each or one between two depending on the group size.  Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group.  After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group.  They should present their point in their own words and not just read from the document.  By the end of this activity the participants will have verbally presented the contents of page 3 of the document in a way that makes the material easily accessible and may make it easier to remember.
}}
}}


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{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}
{{: video/Unit_2_session_2---Caroline_briefcase_clip.m4v }}


= Developing my practice: Planning in activity =
= Planning a questioning activity =
{{todo|This needs adapting. There needs to be time here to plan something, but we need to decide exactly what it is!
}}


{{activity|dtgw|: Planning in pairs foran activity with open ended queastions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that participants will teach in the coming week; the questions will follow the ICT pictures activity. They list some open and deep questions to ask in the class in order to challenge pupils and get them thinking! Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''
{{activity|dtgw|: Planning in pairs for an activity with open ended questions.|15}} In the [[OER4Schools/activity template|activity template]], plan for questioning as part of a lesson that you will teach in the coming week.  Find some relevant images that you can use to base your questions around and list some open and deep questions to ask in the class in order to challenge students and get them thinking. Try out some of the points mentioned in page 3 of the handout. '''Record specific questions on the template.'''


{{ednote|text=
{{ednote|text=
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Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:
Ask participants to focus on the questioning part of the activity. Therefore ask participants to record on the template:


* Pictures and their use - What will they be used for? What is/are the purpose(s)?  
* What images they will use - What will they be used for? What is/are the purpose(s)?  
* Questions to start the lesson?
* Questions to start the lesson?
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions while pupils are looking at the pictures? Clear explanation of task.
* Questions after looking at the pictures? Questions about pupils' thoughts that relate to objectives of the lesson? Questions that summarize pupils' learning?
* Questions after looking at the pictures?  
* Questions about pupils' thoughts that relate to objectives of the lesson?  
* Questions that summarize pupils' learning?


For example, if the topic is clean water, participants can record:
For example, if the topic is clean water, participants can record:


* Pictures - sources of water that show clean and unclean water.  
* Images that they will use e.g. sources of water that show clean and unclean water.  
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions to start such as, look at the pictures and identify sources that are safe for drinking.
* Questions while pupils are looking at pictures such as, why is water from this source safe? how does the water get contaminated?
* Questions while pupils are looking at pictures such as, why is water from this source safe? How does the water get contaminated?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?
* Questions at the end such as, what can we do in our homes to ensure that the water we drink is clean? What are the effects of drinking unclean water?


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= {{Name for ICT practice with dtgw}} =
= {{Name for ICT practice with dtgw}} =
 
{{:OER4Schools/ICT/include}}
{{todo|Introduce traffic lights early-on, and use them during ICT practice.}}
{{ednote|text=
Facilitator distributes traffic lights.
}}
 
{{activity|Introduction| to traffic lights.|10}}
'''{{activitytag|Traffic lights}}''' (which in Zambia are usually called "robots") are a useful resource for everyday use in classrooms in order to assess. You may have heard of a piece of equipment designed to control traffic flow.  It is called a robot in Zambia and more commonly referred to as traffic lights.  A robot has three lights - red, orange and green.  These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means Stop; Orange means Get Ready and Green means Go. Their meanings for classroom application in the context of AfL are:
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
* GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
 
While you do practical work in groups, make a stack of your three cards near your groups. Place the colour ontop which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.
 
{{activity|dtgw| with ICT on various topics.|20}} You now have 20 minutes to do ICT practice. You might want to use this time to familiarise yourself further with either
* Etherpad or
* Geogebra.
As you work with those applications, occasionally think about how you would use those in the classroom.
 
You should at this stage plan an activity with Geogebra in your classroom. Refer back to the Geogebra work we did in previous sessions. You can have a look at the [[OER4Schools/Introduction_to_Geogebra|introduction to Geogebra]] here, and might want to base your lesson on something similar.
 
You might also want to refer back to
[[OER4Schools/Introduction to slideshows with OO|introduction to slideshows with
Open Office]], and
[[OER4Schools/Typing practice with students|typing practice with students]].


= {{Name for connecting with overarching goals}} =
= {{Name for connecting with overarching goals}} =
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{{activity|Agreeing follow up activities|5}}
{{activity|Agreeing follow up activities|5}}


{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best as you can!)  
{{fup|A}} Use your questioning activity. Teach a lesson with this activity and try out the questions that you have planned. Record any questions that you generated without planning (as best you can!)  


{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.
{{fup|B}} Try out Geogebra with your class. Also see whether you can continue carousel-style groupwork for typing practice.


{{fup|C}} Reading.  Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the lesson plan template sheet.
{{fup|C}} Reading.  Read p. 6 of the VVOB handout, section on “handling answers”. Think about how you will handle/respond to the multiple answers to your questions (that you just planned). Record your ideas on the activity template sheet.


{{ednote|text=
{{ednote|text=
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