Diagnostic Questions in Maths Teaching/teaching approach: Difference between revisions
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These questions provide a useful starting point from which to think about the use of diagnostic {{teachtag|questioning|questions}} for {{ | These questions provide a useful starting point from which to think about the use of diagnostic {{teachtag|questioning|questions}} for {{teachtag|assessment}} for learning and {{teachtag|whole class}} {{teachtag|dialogic teaching}}. They may be useful for teachers in their own right as sample questions, or to think about the best way to deliver feedback, use ICT tools effectively, and support learners through assessment. In this context the questions should be considered with a critical eye. Teachers might like to think about: | ||
*The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?) | *The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?) | ||
*The style of questions asked | *The style of questions asked | ||
*The sort of feedback given, both on individual questions, and overall on the completion of the quizzes | *The sort of feedback given, both on individual questions, and overall on the completion of the quizzes | ||
Teachers might take this as an opportunity to engage in {{teachtag|sharing practice}} to think about how to use such questions in the classroom - perhaps using {{tooltag|mini-whiteboards}} or ICT tools - and outside of them, perhaps using {{tooltag|quiz}} or {{tooltag|voting}} software. | Teachers might take this as an opportunity to engage in {{teachtag|sharing practice}} to think about how to use such questions in the classroom - perhaps using {{tooltag|mini-whiteboards}} or ICT tools - and outside of them, perhaps using {{tooltag|quiz}} or {{tooltag|voting}} software. | ||
Latest revision as of 13:44, 28 September 2012
These questions provide a useful starting point from which to think about the use of diagnostic questions(ta) for assessment(ta) for learning and whole class(ta) dialogic teaching(ta). They may be useful for teachers in their own right as sample questions, or to think about the best way to deliver feedback, use ICT tools effectively, and support learners through assessment. In this context the questions should be considered with a critical eye. Teachers might like to think about:
- The interface, and the way the questions are presented (could the questions be labelled better, appear better, what is the functionality like, etc.?)
- The style of questions asked
- The sort of feedback given, both on individual questions, and overall on the completion of the quizzes
Teachers might take this as an opportunity to engage in sharing practice(ta) to think about how to use such questions in the classroom - perhaps using mini-whiteboards(tool) or ICT tools - and outside of them, perhaps using quiz(tool) or voting(tool) software.
