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OER4Schools/More on questioning: Difference between revisions
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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 | * 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? | * 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 or adopt the strategies for increasing | * How can you adapt or adopt 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}} | ||
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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|otr|: Watching a video on | {{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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{{Ednote|text= | {{Ednote|text= | ||
In the second video, a student from each group comes up in turn to the whiteboard to annotate their chosen images, sharing with the class the advice they had previously generated during group discussions (“as a team working for Childline”, the child abuse phoneline) and recorded on large sheets of paper, or in one case, on the board. Note that an interactive whiteboard was used but a data projector could have been used alone. | |||
The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported). | The teacher prompted students with open-ended, probing questions such as “What do you think about that?” “Why did Mehmet write “be assertive”? "Why are you [suggesting she calls the] police?” She thereby helped children to be responsive and build on each other’s ideas, make reasoned arguments and develop insights into the characters’ mindsets. Children drew on their own experiences in exploring some complex issues and ethical dilemmas (e.g. the worry that a family would be split up if a domestic violence situation was reported). | ||
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{{activity|wcd| on these videos, and adding | {{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 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. | ||
