DTC central training on using effective questioning and starting lessons Using questioning at Key Stage 3 to get pupils to think harder and for longer

DTC central training on using DTC central training on using effective questioning and starting effective questioning and starting

lessons lessons Using questioning at Key Stage 3 to Using questioning at Key Stage 3 to

get pupils to think harder and for get pupils to think harder and for longerlonger

Phil Smith Foundation Strand Consultant Bury LEA

Before 5.30pm we willBefore 5.30pm we will

Are we fully aware of the range of questions Are we fully aware of the range of questions we use in our classrooms?we use in our classrooms?

What’s good questioning?What’s good questioning?

Planning for successful questioning?Planning for successful questioning?

•What practical things can we do after this What practical things can we do after this training?training?

Before 5.30pm we willBefore 5.30pm we will

See how See how more purposefulmore purposeful lessons are linked to the way they actually start lessons are linked to the way they actually start

Develop an understanding of Develop an understanding of many different and varied ways of starting many different and varied ways of starting lessonslessons to encourage greater motivation, engagement and challenge. to encourage greater motivation, engagement and challenge.

Why have Why have trainingtraining in which we just in which we just focus on questioning?focus on questioning?What do you think the reasons are?What do you think the reasons are?

a.a. the most common form of interaction between teacher the most common form of interaction between teacher and pupil;and pupil;

b. an element of virtually every type and model of lesson;b. an element of virtually every type and model of lesson;

c. a key method of providing appropriate challenge for all c. a key method of providing appropriate challenge for all pupils;pupils;

d. an important influence on the extent of progress made;d. an important influence on the extent of progress made;

e.e. the most immediate and accessible way for a the most immediate and accessible way for a teacher to assess learning.teacher to assess learning.

Can you spot the dodgy Can you spot the dodgy questions?questions?

They must capture interestThey must capture interest Focus on real worthwhile aspects of that Focus on real worthwhile aspects of that

subject’s thinking, concepts or processessubject’s thinking, concepts or processes Result in a tangible, lively, substantial and Result in a tangible, lively, substantial and

enjoyable “outcome activity” through which enjoyable “outcome activity” through which pupils can genuinely answer the key pupils can genuinely answer the key questionquestion

Can we spot the dodgy Can we spot the dodgy “questions”?“questions”?

1.1. ElectricityElectricity

2.2. Weather patterns over EuropeWeather patterns over Europe

3.3. Do different people in different countries respond the same Do different people in different countries respond the same to natural disasters?to natural disasters?

4.4. Telling the time in FrenchTelling the time in French

5.5. How would you cope if you were lost in Paris after missing How would you cope if you were lost in Paris after missing the school coach?the school coach?

6.6. What structures do musicians use to organise sounds?What structures do musicians use to organise sounds?

7.7. TempoTempo

8.8. School trip to the art gallerySchool trip to the art gallery

9.9. How effective is the art gallery in portraying different styles How effective is the art gallery in portraying different styles of painting from the 20of painting from the 20thth century? century?

10.10. When did the French Revolution happen?When did the French Revolution happen?

11.11. Why do we still bother to study the French Revolution?Why do we still bother to study the French Revolution?

What’s the What’s the purposepurpose of good of good questioning in a classroom?questioning in a classroom? To To interest, engage and challengeinterest, engage and challenge pupils pupils

To check on prior knowledgeTo check on prior knowledge

To stimulate recall and use of existing knowledge and experience in To stimulate recall and use of existing knowledge and experience in order order to create new understanding and meaningto create new understanding and meaning

To To focus thinkingfocus thinking on key concepts and issues on key concepts and issues

To To extend pupils’ thinkingextend pupils’ thinking from the concrete and factual to the from the concrete and factual to the analytical and evaluativeanalytical and evaluative

To To lead pupils through a planned sequencelead pupils through a planned sequence which progressively which progressively establishes key understandingsestablishes key understandings

To promote reasoning, problem solving, evaluation and the To promote reasoning, problem solving, evaluation and the formulation of hypothesesformulation of hypotheses

To To promote pupils’ thinking about the way they have learnedpromote pupils’ thinking about the way they have learned

Pitfalls of questioningPitfalls of questioning

asking too many closed questions;asking too many closed questions;

asking pupils questions to which they can asking pupils questions to which they can respond with a simple yes or no answer;respond with a simple yes or no answer;

It is easy to fall into the trap of:It is easy to fall into the trap of:

Pitfalls of questioningPitfalls of questioning

asking too many short-answer, recall-based asking too many short-answer, recall-based questions;questions;

asking bogus ‘guess what I’m thinking’ questions;asking bogus ‘guess what I’m thinking’ questions;

starting all questions with the same stem;starting all questions with the same stem;


pursuing red herrings;pursuing red herrings;

dealing ineffectively with incorrect answers or misconceptions;dealing ineffectively with incorrect answers or misconceptions;

focusing on a small number of pupils and not involving the focusing on a small number of pupils and not involving the whole class;whole class;

More pitfalls of questioningMore pitfalls of questioning


And some more…And some more…

making the sequence of questions too rigid;making the sequence of questions too rigid;

not giving pupils time to reflect, or to pose their not giving pupils time to reflect, or to pose their own questions;own questions;

asking questions when another strategy might be asking questions when another strategy might be more appropriate…See more appropriate…See Handout 4.2Handout 4.2

Using questions to promote Using questions to promote thinking….There’s nothing so thinking….There’s nothing so

practical as a good theory!practical as a good theory!Bloom researched Bloom researched thousands of questions thousands of questions that teachers asked and that teachers asked and categorised themcategorised them

The majority of The majority of questions asked (95%) questions asked (95%) by teachers were by teachers were factual recall and factual recall and comprehensioncomprehension

Few questions Few questions developed higher-order developed higher-order thinking skillsthinking skills

And yet pupils’ level of And yet pupils’ level of achievement can be achievement can be increased by regular increased by regular practice of higher-order practice of higher-order thinkingthinking

Achievement at NC Achievement at NC Level 5+ require such Level 5+ require such higher-order thinkinghigher-order thinking

Goldilocks and BloomGoldilocks and Bloom

KnowledgeKnowledge…Whose porridge was too sweet?…Whose porridge was too sweet? ComprehensionComprehension…Why did Goldilocks like Little …Why did Goldilocks like Little

Bear’s bed best?Bear’s bed best? ApplicationApplication…What would have happened if …What would have happened if

Goldilocks had come to your house?Goldilocks had come to your house? AnalysisAnalysis…Which parts of the story could not be …Which parts of the story could not be

true?true? SynthesisSynthesis…Can you think of a different ending?…Can you think of a different ending? EvaluationEvaluation…What do you think of the story?…What do you think of the story?

Was Goldilocks good or bad? Was Goldilocks good or bad? Why? Why?

What did Bloom discover?What did Bloom discover?

KnowledgeKnowledge or recall of bits of “stuff”…..can be the foundation for or recall of bits of “stuff”…..can be the foundation for higher levels of thinkinghigher levels of thinking

ComprehensionComprehension where pupils start to understand the basic information where pupils start to understand the basic information so that they can explain itso that they can explain it

ApplicationApplication using learnt information, ideas and skills in new topics/situations.

AnalysisAnalysis being able to explain how the various parts fit together, infer and analyse

SynthesisSynthesis being able to put together separate ideas to form new wholes, or to establish new links

EvaluationEvaluation being able to judge the worth of material against stated criteria. Sees pupils judging, assessing comparing and contrasting

How much of Bloom is in your How much of Bloom is in your classroom?classroom?

In groups of 3 or 4 can you In groups of 3 or 4 can you identify what range and styles identify what range and styles of questions are being asked of questions are being asked to these pupils…Handout 4.4 to these pupils…Handout 4.4

Use Bloom’s list to classify Use Bloom’s list to classify and sort these questions.and sort these questions.

This is pretty tricky to do This is pretty tricky to do since we are taking these since we are taking these questions out of context.questions out of context.

Some Some suggestedsuggested answers answers

Bloom’s taxonomyBloom’s taxonomy QuestionsQuestions

KnowledgeKnowledge 2,3,112,3,11

ComprehensionComprehension 10, 1510, 15

ApplicationApplication 5,9,13,16,185,9,13,16,18

AnalysisAnalysis 4,14,174,14,17

SynthesisSynthesis 6,126,12

EvaluationEvaluation 1,7,81,7,8

How much more of Bloom can you How much more of Bloom can you get into your classroom?get into your classroom?

KnowledgeKnowledge

ActivitiesActivities

•TellTell

•ReciteRecite

•ListList

•MemoriseMemorise

•RememberRemember

•FindFind

•NameName

Questions for learningQuestions for learning

•What three things are the most What three things are the most important?important?

•Describe them to meDescribe them to me

•List for me the key characters in the List for me the key characters in the bookbook

•Write your list, turn it over, repeat itWrite your list, turn it over, repeat it

•Where in the book would you findWhere in the book would you find

•Name as many characters as you can, Name as many characters as you can, go for 5go for 5


ComprehensionComprehension


•ExplainExplain

•Give examples ofGive examples of

•SummariseSummarise

•drawdraw


•What do you think is happening here?What do you think is happening here?

•Can you think of any other examples?Can you think of any other examples?

•What might this mean?What might this mean?

•What 3 things are the most important?What 3 things are the most important?


ApplicationApplication


•DemonstrateDemonstrate

•Based on what you knowBased on what you know

•ModelModel


•Plan and deliver a presentation to…Plan and deliver a presentation to…

•What is most significant for your What is most significant for your chosen audience?chosen audience?

•How can you best demonstrate your How can you best demonstrate your understanding?understanding?


AnalysisAnalysis


•InvestigateInvestigate

•ClassifyClassify

•CategoriseCategorise

•Facts and opinionsFacts and opinions


•What information is needed? Where What information is needed? Where will you get it?will you get it?

•Organise the data using a flow Organise the data using a flow chart/concept mapchart/concept map

•List arguments for and against, List arguments for and against, compare themcompare them

•Separate into fact and opinion using a Separate into fact and opinion using a Venn diagramVenn diagram


SynthesisSynthesis


•CreateCreate

•ComposeCompose

•ForecastForecast

•FormulateFormulate

•Argue the case forArgue the case for

•PredictPredict

•ImagineImagine


•Provide a portfolio for evidence Provide a portfolio for evidence showing your case for…showing your case for…

•Taking the theme of stillness produce Taking the theme of stillness produce three pieces for pianothree pieces for piano

•Using all the evidence available…Using all the evidence available…

•Based on the evidence and your own Based on the evidence and your own feelings, what do you think is likely feelings, what do you think is likely to…?to…?


EvaluationEvaluation


•PrioritisePrioritise

•RateRate

•GradeGrade

•CritiqueCritique

•JudgeJudge

•RecommendRecommend


•Re-order with a justificationRe-order with a justification

•Design a mechanism to evaluate the Design a mechanism to evaluate the performanceperformance

•Discuss the relative merits in relation Discuss the relative merits in relation to…to…

•Following your critique, say which is Following your critique, say which is better and whybetter and why

•What is the bst option? Why? List What is the bst option? Why? List five reasons.five reasons.

Tactics used in a real classroomTactics used in a real classroom

Use Handout 4.5 to record Use Handout 4.5 to record some positive features of the some positive features of the questioningquestioning

Ms. HistoryMs. History Stimulated thinking by by(i)(i) Having an unhurried paceHaving an unhurried pace(ii)(ii) Allowed wait times….(the average wait time is less than 1 second Allowed wait times….(the average wait time is less than 1 second

and below average pupils are given even LESS wait time).and below average pupils are given even LESS wait time).(iii)(iii) Open ended questionsOpen ended questions(iv)(iv) Pupils asked speculative “What if” questionsPupils asked speculative “What if” questions

Extended/sustained responses

byby(i)(i) Requesting explanationsRequesting explanations

(ii)(ii) Posed challenging “Why” questionsPosed challenging “Why” questions

(iii)(iii) Pupils’ answers are valued by the teacherPupils’ answers are valued by the teacher

Ms. HistoryMs. History Encouraged active listening

by(i)(i) Poising questions to conscripts as well as Poising questions to conscripts as well as

volunteersvolunteers

(ii)(ii) Using a variety of questionsUsing a variety of questions

(iii)(iii) Encouraging pupils to generate their own Encouraging pupils to generate their own questionsquestions

Created an interaction between pupils byby

(i)(i) Carefully structuring “think, pair, share” sessionsCarefully structuring “think, pair, share” sessions

(ii)(ii) Encouraging to ask each other questionsEncouraging to ask each other questions

(iii)(iii) Requesting pupils to add to and challenge the answers Requesting pupils to add to and challenge the answers provided by othersprovided by others

Handouts 4.6 and 4.7Handouts 4.6 and 4.7

Great use of departmental time…Great use of departmental time…spend 25 minutes as a department spend 25 minutes as a department

using 4.6 to identify possible using 4.6 to identify possible benefits and contexts for using benefits and contexts for using

each tactic with a particular class in each tactic with a particular class in mind.mind.

Whilst 4.7 provides the basis for Whilst 4.7 provides the basis for further discussionfurther discussion

Ready for more?Ready for more?Begin to build key questions into your Begin to build key questions into your

medium as well as short-term planning.medium as well as short-term planning.

In a departmental meeting discuss how you In a departmental meeting discuss how you might plan sequences of questions that build might plan sequences of questions that build up pupils’ understanding of important up pupils’ understanding of important concepts.concepts.

Pacey starts can be crucial Pacey starts can be crucial

Per lessonPer lesson Over the Key Stage 3Over the Key Stage 3

1 minute saved1 minute saved 2 hours saved2 hours saved

2 minutes saved2 minutes saved 4 hours saved4 hours saved

3 minutes saved3 minutes saved 6 hours saved6 hours saved

Common ways of starting a Common ways of starting a lessonlesson

Sit down and get your books outSit down and get your books out Copy the date and title then listen to teacherCopy the date and title then listen to teacher Quick recap on the previous lessonQuick recap on the previous lesson Take the registerTake the register Answer a few brief questions before the lesson Answer a few brief questions before the lesson

fully developsfully develops Stand behind your chairStand behind your chair Hand books outHand books out Waiting for silenceWaiting for silence

The ideal learning stateThe ideal learning state

High

Low

High Low

ChallengeChallenge

StressStress

ActivityActivity…the High Challenge-…the High Challenge-Low Challenge gameLow Challenge game

High challenge refers to the extent to which High challenge refers to the extent to which “high-order” thinking is demanded by the “high-order” thinking is demanded by the starter activitystarter activity

Activity…the High Challenge-Low Activity…the High Challenge-Low Challenge gameChallenge game

Challenge is not the only factor in an effective Challenge is not the only factor in an effective start to the lesson…start to the lesson…

(i) (i) PacePace…with focus on thinking and learning …with focus on thinking and learning rather than on the business of the activity.rather than on the business of the activity.

(ii) (ii) InteractionInteraction…essentially the pupils are active.…essentially the pupils are active.(iii) (iii) InvolvementInvolvement……bebe wary of the “Put your hand up and tell wary of the “Put your hand up and tell

me what we did last week” syndrome setting in.me what we did last week” syndrome setting in.

Activity…the High Challenge-Low Activity…the High Challenge-Low Challenge gameChallenge game

Challenge is not the only factor in an effective Challenge is not the only factor in an effective start to the lesson…start to the lesson…

(iv) Connecting with prior learning.. (iv) Connecting with prior learning.. ”Do you remember when…?””Do you remember when…?”

(v) Arouse pupil curiosity and intrigue…are they (v) Arouse pupil curiosity and intrigue…are they thought provoking?thought provoking?

(vi) Can include brief, small-group activities. (vi) Can include brief, small-group activities. I’d like you to think about what you think were the three most I’d like you to think about what you think were the three most

important things which you can remember about….which we did important things which you can remember about….which we did last week. Turn to your partner and explain what you have last week. Turn to your partner and explain what you have chosen and why?”chosen and why?”

But what is the BIG picture you’re But what is the BIG picture you’re trying to create?trying to create?

Starter activities work best when they are placed Starter activities work best when they are placed within challenging and fun sequences of lessons within challenging and fun sequences of lessons (See art/geography examples)(See art/geography examples)

Starter Starter Starter

Main enquiry covering a series of lessons over a period of weeks perhaps

Multiple Intelligences and Multiple Intelligences and starting lessonsstarting lessons

What this really means…What this really means…

Logical/Mathematical Logical/Mathematical

(i) Puzzles

(ii) Charts

(iii)Graphs

(iv)Analysis

(v) Forecasts

(vi)Predictions

Imaginative use of this modelImaginative use of this model

Logical/Mathematical in EnglishLogical/Mathematical in English

M-KD= (KM)M-KD= (KM)

Macbeth minus King Duncan equals King Macbeth minus King Duncan equals King Macbeth-but not for long, so put it in Macbeth-but not for long, so put it in bracketsbrackets

What this really means…What this really means…

InterpersonalInterpersonal

(i) Group work

(ii) Team work

(iii)Interviewing

(iv)Chat shows

(v) Drama

(vi)Teaching others

(vii)Group leading

(viii)Group co-ordinating


InterpersonalInterpersonal

(i)(i) This can free yourself up to work with This can free yourself up to work with those who really need your support.those who really need your support.

(ii)(ii) Buddy-up systemsBuddy-up systems

What this really meansWhat this really means

IntrapersonalIntrapersonal

(i)(i) WIIFM’s?WIIFM’s?

(ii)(ii) EmpathyEmpathy

(iii)(iii) EmotionalEmotional

(iv)(iv) MetacognitionMetacognition

(v)(v) Target settingTarget setting

(vi)(vi) Hypothetical…What if?Hypothetical…What if?


IntrapersonalIntrapersonal

(i)(i) Encourage reflection…”Well done…how Encourage reflection…”Well done…how did you do it?”did you do it?”

(ii)(ii) Which bits did you learn quickest and Which bits did you learn quickest and why?why?

(iii)(iii) How would you feel if….? (Geography and How would you feel if….? (Geography and the rain cycle)the rain cycle)

(iv)(iv) Science experimentsScience experiments


Visual/spatialVisual/spatial

(i)(i) Learning mapsLearning maps

(ii)(ii) PostersPosters

(iii)(iii) Highlighter pensHighlighter pens

(iv)(iv) SymbolsSymbols

(v)(v) IconsIcons

(vi)(vi) Instructive display workInstructive display work


Visual/spatialVisual/spatial

(i)(i) We have a better memory for pictures than We have a better memory for pictures than we do for words (see “From the land of the we do for words (see “From the land of the gods”)gods”)

(ii)(ii) Using colour improves our memoryUsing colour improves our memory

(iii)(iii) Mind-mapping Mind-mapping


Body/physicalBody/physical

(i)(i) Role playRole play

(ii)(ii) Making modelsMaking models

(iii)(iii) MovementMovement

(iv)(iv) ActingActing

(v)(v) PracticalPractical

(vi)(vi) Walking through the learningWalking through the learning


Body/physicalBody/physical

(i)(i) English Dept used “Go high” and “Go low” when English Dept used “Go high” and “Go low” when developing a new area of learning.developing a new area of learning.

(ii)(ii) Happy-sad continuums.Happy-sad continuums.(iii)(iii) Moving around the classroom (Trenches-table Moving around the classroom (Trenches-table

example)example)(iv)(iv) Science lesson (solar system in the hall-moving Science lesson (solar system in the hall-moving

to Holst’s “The Planets”)to Holst’s “The Planets”)(v)(v) Maths…Jumping from column to columnMaths…Jumping from column to column


MusicalMusical

(i)(i) RhymesRhymes

(ii)(ii) RapsRaps

(iii)(iii) JinglesJingles

(iv)(iv) SongsSongs

(v)(v) Background musicBackground music


MusicalMusical

(i)(i) Creates the right kind of Creates the right kind of atmosphere for learningatmosphere for learning

(ii)(ii) Examples (Bach’s Examples (Bach’s Goldberg Goldberg Variations/Pachelbel)Variations/Pachelbel)


Verbal linguisticVerbal linguistic

(i)(i) DebatesDebates(ii)(ii) StoriesStories(iii)(iii) DiscussionsDiscussions(iv)(iv) PoemsPoems(v)(v) Word gamesWord games(vi)(vi) SpeechesSpeeches(vii)(vii) Diary entriesDiary entries


Verbal/linguisticVerbal/linguistic

(i)(i) Class discussions (think carefully about Class discussions (think carefully about your enquiry question)your enquiry question)

(ii)(ii) Radio commercialsRadio commercials

(iii)(iii) Poems to help with remembering key Poems to help with remembering key conceptsconcepts


NaturalisticNaturalistic

(i)(i) Going out of the Going out of the classroom to learnclassroom to learn

(ii)(ii) Classifying into Classifying into family groupsfamily groups


NaturalisticNaturalistic

(i)(i) Varying your classroom environment (Battle of Hastings Varying your classroom environment (Battle of Hastings out doors?)out doors?)

(ii)(ii) Which animals would Disney use in a cartoon version of Which animals would Disney use in a cartoon version of Macbeth?Macbeth?

(iii)(iii) Persecution of other groups through Darwin’s eyes?Persecution of other groups through Darwin’s eyes?(iv)(iv) Emily Davison throwing herself in front of the horse from Emily Davison throwing herself in front of the horse from

the horse’s point of viewthe horse’s point of view(v)(v) Amazonian rainforest through the eyes of the creatures Amazonian rainforest through the eyes of the creatures

living there and dying thereliving there and dying there

Be awareBe aware

We tend to teach and start lessons We tend to teach and start lessons according to the way WE prefer to learn.according to the way WE prefer to learn.

Wear your creative thinking hatWear your creative thinking hat

a. How can we incorporate music into Art lessons?

b. Can we use these models to evaluate our current schemes of work?

c. Would Mozart have been happy just doing Music one hour a week?

WARNING…Watch out WARNING…Watch out for the potential for the potential

problems!problems!

1. Take too long or even take over the whole lesson!

2. They can lose pace and direction and lack clear learning outcomes

3. Too quick a pace can lose pupils who need extra thinking or speaking time

WARNING…Watch out WARNING…Watch out for the potential for the potential

problems!problems!

4. Can bore the more able if you are not careful!

5. Become a fixed routine that bores

6. Can be derailed by the arrival of latecomers

So if those are the problems, So if those are the problems, what are the solutions?what are the solutions?

They They need careful planning and preparationneed careful planning and preparation so that everyone (teacher and pupils) see the so that everyone (teacher and pupils) see the purpose of the activitypurpose of the activity

Remain focussedRemain focussed on the purpose of the starting on the purpose of the starting activityactivity

Use a Use a varietyvariety of activities to get the lessons of activities to get the lessons startedstarted

So if those are the problems, So if those are the problems, what are the solutions?what are the solutions?

Skilful teacher questioningSkilful teacher questioning, coupled with , coupled with thinking time. (Bloom’s ideas are really thinking time. (Bloom’s ideas are really useful here)useful here)

Effective Effective use of classroom supportuse of classroom support

Adding extra challengeAdding extra challenge for some by for some by increasing the complexity or sophistication increasing the complexity or sophistication of the activityof the activity

The keys to successful startersThe keys to successful starters

To avoid over running To avoid over running planplan this as a discrete this as a discrete element of the lesson.element of the lesson.

Ensure that Ensure that your starter activities contribute your starter activities contribute directly to the overall lesson objectivesdirectly to the overall lesson objectives

Choose starters that best fit your Choose starters that best fit your BIG picture BIG picture planningplanning

Make sure that your starter activities show Make sure that your starter activities show progression over time!progression over time!

Second to last slide…the keys to Second to last slide…the keys to successful starterssuccessful starters

Use varied and unusual routines to create Use varied and unusual routines to create motivation. (Think of Alistair Smith and motivation. (Think of Alistair Smith and Multiple Intelligences)Multiple Intelligences)

Plan for a Plan for a brief conclusionbrief conclusion at the end of the at the end of the starter to consolidate the gains madestarter to consolidate the gains made

Ready for more?Ready for more?

Why not Why not trial three different types of startertrial three different types of starter that that you have not used before with the one class over you have not used before with the one class over the enquiry/lesson sequence?the enquiry/lesson sequence?

Follow this up with a departmental discussionFollow this up with a departmental discussion about how these might be incorporated into a Year about how these might be incorporated into a Year 7 scheme of work for next year7 scheme of work for next year

Also during this meeting Also during this meeting discuss what other discuss what other colleagues have been trying out.colleagues have been trying out.

Documents

DTC central training on using effective questioning and starting lessons Using questioning at Key Stage 3 to get pupils to think harder and for longer