Revised July 2003 Using questioning at Key Stage 3 to get pupils to think harder and for longer Questioning Phil Smith Foundation Strand Consultant Bury

Revised July 2003Revised July 2003 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

QuestioningQuestioning

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?

Did you know?Did you know? Teachers ask up to two questions every minute, up to 400 Teachers ask up to two questions every minute, up to 400

in a day, around 70,000 a year, or two to three million in in a day, around 70,000 a year, or two to three million in the course of a career.the course of a career.

Questioning accounts for up to 1/3 of all teaching time, Questioning accounts for up to 1/3 of all teaching time, second only to the time devoted to explanationsecond only to the time devoted to explanation

Most questions are answered in less than a second. That’s Most questions are answered in less than a second. That’s the average time teachers allow between posing a question the average time teachers allow between posing a question and accepting an answer, throwing it to someone else, or and accepting an answer, throwing it to someone else, or answering it themselves!answering it themselves!

Weaker pupils are given less time than this!Weaker pupils are given less time than this! An average of one spontaneous question each lesson An average of one spontaneous question each lesson

came from pupils…and that was more likely to do with came from pupils…and that was more likely to do with procedure than with learning (Ted Wragg research)procedure than with learning (Ted Wragg research)

Research has found, however, that increasing the wait time Research has found, however, that increasing the wait time improves the number and quality of the responses-three improves the number and quality of the responses-three seconds for a lower-order question and more than 10 seconds for a lower-order question and more than 10 seconds for a higher-order questionseconds for a higher-order question

Did you know?Did you know? 30-60% of these questions are procedural 30-60% of these questions are procedural

rather than learning-based (they tend to be rather than learning-based (they tend to be of the is-your-name-on-it? Or have-you-of the is-your-name-on-it? Or have-you-finished-yet?)finished-yet?)

““Finishing lessons on the stroke of the bell Finishing lessons on the stroke of the bell with the familiar call of “Any questions?” with the familiar call of “Any questions?” (which of course, really means “There aren’t (which of course, really means “There aren’t any questions, are there?”) sends out the any questions, are there?”) sends out the message that questions are a nuisance.” S. message that questions are a nuisance.” S. Hastings (TES 2003)Hastings (TES 2003)

The Brazilian rainforest…any The Brazilian rainforest…any questions?questions?

Questioning…the “instinctive” skill?Questioning…the “instinctive” skill?“He’s an inspirational teacher” whispered the awed colleague…as if a saint had come to dwell among us…it was a final explanation, a completed judgement that brooked no further analysis. It was an answer.” Christine Counsell

“Why is she good?” It was a mystery, a doctrine to be accepted not fathomed.….The God of teaching bestowed inspiration and he could be neither pacified nor challenged. Christine Counsell

We have to start shining lights on to our intuitionWe have to start shining lights on to our intuition

Those who never have, find it hard to extend another teacher Those who never have, find it hard to extend another teacher who has equal promisewho has equal promise

Why ask pupils questions?Why ask pupils questions?

They can help pupils to reflect on information and commit it They can help pupils to reflect on information and commit it to memoryto memory

They can develop thinking skillsThey can develop thinking skills Encourage discussion and stimulate new ideasEncourage discussion and stimulate new ideas Allow teachers to determine how much a class Allow teachers to determine how much a class

understands and enable them to pitch lessons at an understands and enable them to pitch lessons at an appropriate levelappropriate level

Important tool for managing the classroomImportant tool for managing the classroom Help draw individuals into the lesson and keeping them Help draw individuals into the lesson and keeping them

interested and alertinterested and alert Symbolic message, that pupils are expected to be active Symbolic message, that pupils are expected to be active

participants in the learning processparticipants in the learning process

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.

Analysing our own questioningAnalysing our own questioning

Spend five minutes on your own analysing Spend five minutes on your own analysing your questions using Handout 4.1your questions using Handout 4.1

Then in groups of 3 or 4Then in groups of 3 or 4

(i) Compare your notes with each other(i) Compare your notes with each other(ii)(ii)Come up with 3 key Come up with 3 key purposespurposes for for

asking questions in lessonsasking questions in lessons

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:

Can we think of any more potential

pitfalls?

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

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

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?

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

The Devil’s in the detail!The Devil’s in the detail!

We can enhance We can enhance our questioning by our questioning by giving more giving more focussed attention focussed attention to the wording of to the wording of our questions and our questions and the sequencing of the sequencing of themthem

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 best option? Why? List What is the best option? Why? List five reasons.five reasons.

Wragg’s way of sorting and Wragg’s way of sorting and classifying questionsclassifying questions

TypeType MeaningMeaning

1. Empirical 1. Empirical Requiring answers based Requiring answers based on factson facts

2.2. ConceptualConceptual Concerned with Concerned with reasoning and definitionsreasoning and definitions

3. Value 3. Value Investigating personal Investigating personal beliefs and moral issuesbeliefs and moral issues

Simplest definitionSimplest definition

Lower-order questions …which require children to Lower-order questions …which require children to remember. They tend to be closed, with a single remember. They tend to be closed, with a single right answer, and are likely to be what, who, when right answer, and are likely to be what, who, when or where.or where.

Higher-order questions…which require them to Higher-order questions…which require them to think. They tend to start with how, why or which think. They tend to start with how, why or which and tend to be open-with a range of possible and tend to be open-with a range of possible answersanswers

Research discovered thatResearch discovered that

4% of questions in a secondary school were 4% of questions in a secondary school were higher-orderhigher-order

8% of questions in a primary school were higher-8% of questions in a primary school were higher-orderorder

““Because teachers ask so many questions, it’s easy Because teachers ask so many questions, it’s easy for one style of questioning to become habitual.” for one style of questioning to become habitual.” Professor Ted WraggProfessor Ted Wragg

““And lower-order questions feel safest because they And lower-order questions feel safest because they keep the lesson moving.” Professor Ted Wraggkeep the lesson moving.” Professor Ted Wragg

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 and Allowed wait times….(the average wait time is less than 1 second and

below average pupils are given even LESS wait time).below average pupils are given even LESS wait time).““It’s such a simple idea. But the impact is remarkable. Having the self-It’s such a simple idea. But the impact is remarkable. Having the self-

discipline to keep quiet for a moment is sometimes all you need to do discipline to keep quiet for a moment is sometimes all you need to do to get children thinking.” Bob Marshall (Smarter Learning)to get children thinking.” Bob Marshall (Smarter Learning)

(i)(i) Open ended questionsOpen ended questions(ii)(ii) 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

volunteers volunteers (pose, pause, pounce method!)(pose, pause, pounce method!)

(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

Also…Also…

““Asking pupils to set tests at the end of a topic for Asking pupils to set tests at the end of a topic for other children in the class-awarding marks for the other children in the class-awarding marks for the quality of the answers-can get them used to the quality of the answers-can get them used to the varied forms of possible questions.” S. Hastings varied forms of possible questions.” S. Hastings (TES July 2003)(TES July 2003)

““They need to know that questions aren’t as scary They need to know that questions aren’t as scary as they might seem-using search engines on the as they might seem-using search engines on the internet to pose inquiries, working in small groups internet to pose inquiries, working in small groups or making a question wall where students and or making a question wall where students and teachers can pin up questions they would like teachers can pin up questions they would like answering, van all help overcome the natural fear answering, van all help overcome the natural fear of being caught out not knowing.” S. Hastingsof being caught out not knowing.” S. Hastings

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

Effective questioning…some general Effective questioning…some general principles to concludeprinciples to conclude

Questioning can Questioning can reinforce and revisit the learning objectives;reinforce and revisit the learning objectives;

includes ‘staging’ questions to draw pupils towards key understanding or includes ‘staging’ questions to draw pupils towards key understanding or to to increase the level of challengeincrease the level of challenge in a lesson as it proceeds; in a lesson as it proceeds;

involves involves all pupilsall pupils;;

engages pupils in engages pupils in thinking for themselvesthinking for themselves;;

““holding back on a new topic until the class has worked out what questions they would like answered in the course holding back on a new topic until the class has worked out what questions they would like answered in the course of the following lessons can get the curiosity juices flowing.” S. Hastings (TES July 2003)of the following lessons can get the curiosity juices flowing.” S. Hastings (TES July 2003)

promotes promotes justification and reasoningjustification and reasoning;;

creates an atmosphere of trust where creates an atmosphere of trust where pupils’ opinions and ideas are pupils’ opinions and ideas are valued;valued;

shows connections between previous and new shows connections between previous and new learninglearning providing we have planned for this in our providing we have planned for this in our medium term planningmedium term planning

encourages pupils to speculate and hypothesise;encourages pupils to speculate and hypothesise;

encourages pupils to ask as well as to ‘receive’ questions;encourages pupils to ask as well as to ‘receive’ questions;

encourages pupils to listen and respond to each other as encourages pupils to listen and respond to each other as well as to the teacher.well as to the teacher.

Effective questioningEffective questioning

Effective questioning:Effective questioning:

The role of closed questions?The role of closed questions?

Emphasising factual recall is nothing new-studies Emphasising factual recall is nothing new-studies in 1912, 1935 and 1970 also show that at least in 1912, 1935 and 1970 also show that at least 60% of teachers’ questions simply required pupils 60% of teachers’ questions simply required pupils to recall informationto recall information

““This kind of questioning isn’t teaching at all. You This kind of questioning isn’t teaching at all. You don’t develop any thought processes-all you do is don’t develop any thought processes-all you do is make those who don’t know the answer feel like make those who don’t know the answer feel like failures.” Sue Jennings (Head of ITT at Exeter failures.” Sue Jennings (Head of ITT at Exeter University)University)

Ready for more?Ready for more?If the answer is If the answer is yesyes why not try some why not try some of these ideas….of these ideas….

Use a tape or video recorder to record a whole-class question-Use a tape or video recorder to record a whole-class question-and-answer session. Replay the tape to help you to evaluate and-answer session. Replay the tape to help you to evaluate the different aspects of your own questioning. You may find it the different aspects of your own questioning. You may find it useful to focus upon whether:useful to focus upon whether:

– – you asked too many questions;you asked too many questions;

– – you had a balance of open and closed, high- and low-order you had a balance of open and closed, high- and low-order questions;questions;

– – you encouraged opinion, informed speculation and tentative you encouraged opinion, informed speculation and tentative answers;answers;

– – you handled incorrect answers effectively;you handled incorrect answers effectively;

– – you provided thinking time.you provided thinking time.

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.

Ready for more?Ready for more?

If the answer is no, then just take some If the answer is no, then just take some small steps by using some of the small steps by using some of the suggestions discussed…after all the biggest suggestions discussed…after all the biggest journeys start with the smallest of steps!journeys start with the smallest of steps!

““Good learning starts with questions, not answers.” Guy Good learning starts with questions, not answers.” Guy ClaxtonClaxton

““Falling into the habit of asking only those pupils who are Falling into the habit of asking only those pupils who are going to know the answer is a good way of ensuring a going to know the answer is a good way of ensuring a quick-moving lesson, but a poor way of developing thinking quick-moving lesson, but a poor way of developing thinking skills.” S. Hastings (TES July 2003)skills.” S. Hastings (TES July 2003)

““Asking good questions is the basis for becoming a Asking good questions is the basis for becoming a successful learner. If children aren’t asking questions, successful learner. If children aren’t asking questions, they’re being spoon-fed. That might be effective in terms they’re being spoon-fed. That might be effective in terms of getting results, but it won’t turn out curious, flexible of getting results, but it won’t turn out curious, flexible learners suited to the 21learners suited to the 21stst century.” Guy Claxton century.” Guy Claxton

““Of course, there’s the constraint of the Of course, there’s the constraint of the curriculum, but teachers have to find time to curriculum, but teachers have to find time to explore the questions they are asked and explore the questions they are asked and the answers they are given. If children the answers they are given. If children believe the teacher isn’t interested in what believe the teacher isn’t interested in what they have to say, they will stop saying they have to say, they will stop saying anything at all.” G. Claxtonanything at all.” G. Claxton

Documents

Revised July 2003 Using questioning at Key Stage 3 to get pupils to think harder and for longer Questioning Phil Smith Foundation Strand Consultant Bury