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'''How do questions engage pupils and promote responses?''' | '''How do questions engage pupils and promote responses?''' | ||
<section begin=PlanningQuestioning/> Using questioning effectively involves planning in two ways, first, in terms of thinking about the sorts of questions you might ask, and any [[Teaching Approaches/Differentiation]] which might go into those. Second, in terms of building a classroom environment which is conducive to effective [[Teaching Approaches/Questioning]] and high quality [[Teaching Approaches/Dialogue]]. <section end=PlanningQuestioning/>{{adaptedfrom|Questioning Research Summary|How|Pupil response is enhanced where | |||
<section begin=PlanningQuestioning/> Using questioning effectively involves planning in two ways, first, in terms of thinking about the sorts of questions you might ask, and any [[Teaching Approaches/Differentiation]] which might go into those. Second, in terms of building a classroom environment which is conducive to effective [[Teaching Approaches/Questioning]] and high quality [[Teaching Approaches/Dialogue]]. <section end=PlanningQuestioning/> | |||
{{adaptedfrom|Questioning Research Summary|How|Pupil response is enhanced where | |||
* there is a classroom climate in which pupils feel safe and know they will not be criticised or ridiculed if they give a wrong answer; | * there is a classroom climate in which pupils feel safe and know they will not be criticised or ridiculed if they give a wrong answer; | ||
* prompts are provided to give pupils confidence to try an answer; | * prompts are provided to give pupils confidence to try an answer; | ||
* there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer; | * there is a ‘no-hands’ approach to answering, where you choose the respondent rather than have them volunteer; | ||
* ‘wait time’ is provided before an answer is required. The research suggests that 3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996).}} | * ‘wait time’ is provided before an answer is required. The research suggests that 3 seconds is about right for most questions, with the proviso that more complex questions may need a longer wait time. Research shows that the average wait time in classrooms is about 1 second (Rowe 1986; Borich 1996).}} | ||
