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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?'''<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 | 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. | ||
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* 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?'''<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 | '''How do questions engage pupils and promote responses?'''<section begin=PlanningQuestioning /><br /> | ||
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).}} | ||
