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OER4Schools/More on questioning: Difference between revisions
From OER in Education
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Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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{{activity|Filling in a questinnaire.|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. | {{activity|Writing|: Filling in a questinnaire.|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 = | = Reading for further questioning and handling responses = | ||
{{activity|Reading|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? | {{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, Probing, Refocusing, Sequencing, Listening | Prompting, Probing, Refocusing, Sequencing, Listening | ||
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{{activity| | {{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 = | = Video: Questioning Styles and Strategies = | ||
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* How can you adapt or adopt the strategies for increasing pupilparticipation in your classroom? What would you like to add or changeabout the practice in the clips? | * How can you adapt or adopt the strategies for increasing pupilparticipation in your classroom? What would you like to add or changeabout the practice in the clips? | ||
{{activity| | {{activity|otr|: Watching a video on questioning styles and strategies.|10}} | ||
{{video | {{video | ||
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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| | {{activity|otr|: Watching a video on Choosing, annotating and discussing images related to personal safety|10}} | ||
{{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }} | {{: Video/Unit_2_session_3---Diane Lesson 2 D2.5.m4v }} | ||
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{{activity| | {{activity|wcd| on these videos, and adding those 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. | ||
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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|Planning in pairs | {{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 | ||
