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=Differentiation and Questioning= | =Differentiation and Questioning= | ||
'''How do questions engage pupils and promote responses?'''<br /> | '''How do questions engage pupils and promote responses?'''<br /> | ||
{{adaptedfrom|Teaching Approaches/Learning Objectives|PlanningQuestioning|Using questioning effectively involves planning in two ways, first, in terms of thinking about the sorts of questions you might ask, and any Differentiation which might go into those. Second, in terms of building a classroom environment which is conducive to effective [[Teaching Approaches/Questioning|Questioning]] and high quality [[Teaching Approaches/Dialogue|Dialogue]].}} | {{adaptedfrom|Teaching Approaches/Learning Objectives|PlanningQuestioning|Using questioning effectively involves planning in two ways, first, in terms of thinking about the sorts of questions you might ask, and any Differentiation which might go into those. Second, in terms of building a classroom environment which is conducive to effective [[Teaching Approaches/Questioning|Questioning]] and high quality [[Teaching Approaches/Dialogue|Dialogue]].}} | ||
{{adaptedfrom|Questioning Research Summary|Intro|'''Effective questioning'''<br />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.}} | |||
=References= | =References= | ||
