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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.}}
Readers may find the file [[Sharing Learning Objectives and Outcomes]] particularly useful for thinking about their use of Learning Objectives.  Well written Learning Objectives may involve [[Teaching Approaches/Differentiation|differentiated]] outcomes, which highlight core concepts for pupils to engage with.  It is often useful to show students these objectives, so that they understand where they're at, and where they're going in their learning. Teachers should consider whether the tasks they are setting and planning for will allow learning to occur, rather than considering what learning may occur from the tasks (although of course there is normally a bit of both).  It may be useful to think about particular 'Talking Points' around the learning objectives, [[Teaching Approaches/Questioning|questions]] that might be asked, and misconceptions to deal with.  


{{adaptedfrom|Questioning Research Summary|What|'''What is effective questioning?'''<br />
{{adaptedfrom|Questioning Research Summary|What|'''What is effective questioning?'''<br />
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
With respect to questioning, it should be born in mind that 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
* Questions are planned and closely linked to the objectives of the lesson.
* Questions are planned and closely linked to the objectives of the lesson.
*The learning of basic skills is enhanced by frequent questions following the exposition of new content that has been broken down into small steps. Each step should be followed by guided practice that provides opportunities for pupils to consolidate what they have learned and that allows teachers to check understanding.
*The learning of basic skills is enhanced by frequent questions following the exposition of new content that has been broken down into small steps. Each step should be followed by guided practice that provides opportunities for pupils to consolidate what they have learned and that allows teachers to check understanding.
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