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Teaching Approaches/Learning objectives: Difference between revisions
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{{adaptedfrom|Questioning Research Summary|Intro|'''Effective questioning'''Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils.}} | {{adaptedfrom|Questioning Research Summary|Intro|'''Effective questioning'''Research evidence suggests that effective teachers use a greater number of open questions than less effective teachers. The mix of open and closed questions will, of course, depend on what is being taught and the objectives of the lesson. However, teachers who ask no open questions in a lesson may be providing insufficient cognitive challenges for pupils.}} | ||
{{adaptedfrom|Questioning Research Summary|What|'''What is effective questioning?''' | {{adaptedfrom|Questioning Research Summary|What|'''What is effective questioning?''' | ||
Questioning is effective when it allows pupils to engage with the learning process by actively composing responses. Research (Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001) suggests that lessons where questioning is effective are likely to have the following characteristics | Questioning is effective when it allows pupils to engage with the learning process by actively composing responses. Research (Borich 1996; Muijs and Reynolds 2001; Morgan and Saxton 1994; Wragg and Brown 2001) suggests that lessons where questioning is effective are likely to have the following characteristics | ||
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* Sequences of questions are planned so that the cognitive level increases as the questions go on. This ensures that pupils are led to answer questions which demand increasingly higher-order thinking skills but are supported on the way by questions which require less sophisticated thinking skills. | * Sequences of questions are planned so that the cognitive level increases as the questions go on. This ensures that pupils are led to answer questions which demand increasingly higher-order thinking skills but are supported on the way by questions which require less sophisticated thinking skills. | ||
* Pupils have opportunities to ask their own questions and seek their own answers. They are encouraged to provide feedback to each other. | * Pupils have opportunities to ask their own questions and seek their own answers. They are encouraged to provide feedback to each other. | ||
* The classroom climate is one where pupils feel secure enough to take risks, be tentative and make mistakes. | * The classroom climate is one where pupils feel secure enough to take risks, be tentative and make mistakes.}} | ||
'''How do questions engage pupils and promote responses?''' | '''How do questions engage pupils and promote responses?''' | ||
