Questioning the questions

Questioning the questions

Ray Ardi

https://cambridge-community.org.uk/professional-development/gsweq/index.html

Open Ended

How many times in one lesson do you (as a teacher) ask questions to the learners?

Open Ended

What is the purpose of you (as a teacher) asking a question?

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​Purpose

Purpose of questions (1)

• focus on a topic and draw out learners’ knowledge;

• ignite curiosity and engage learners more;

• guide thinking and learning;

• deepen thinking and extend learning;

• stretch and challenge all learners;

• systematically assess learning and check understanding;

• inform teaching, helping teachers to adapt content to meet learners’ needs;

Purpose of questions (2)

• identify and respond to gaps and misconceptions in knowledge and understanding;

• scaffold understanding to support learners towards their goals;

• make links and connections across topics and subjects so that learning can be transferred; and

• encourage learners to reflect and to identify the next steps to move learning forward.

Misconceptions about questioning

• Some teachers are naturally good at questioning, it is something they can ‘just do’.

• Closed questions have less value than open questions.

• When learners ask lots of questions, it means the teaching isn’t very effective.

• Fast-paced questioning is especially effective.

• Teachers should know all the answers.

• Getting the answer right is essential.

How to question effectively (1)

1. Creating the right classroom climate (it's OK to err)

2. Choosing the right questions

3. Types of questions (can be closed or open - Bloom's Taxonomy)

4. Stategies for assessing learning and checking understanding: no hands up; zero-stakes; hinge questions; relay technique; say it again, say it better; low-stakes quizzes and retrieval practice.

• The question may fall about midway through the lesson.

• It is usually a multiple-choice question with three or four possible answers.

• Each incorrect answer reveals a possible misconception to probe. 

• Every learner must respond to the question within two minutes.

• You must be able to collect and interpret the responses from all learners in 30 seconds.

• Mini whiteboards can be helpful in involving the whole class.

Hinge question

Multiple Choice

Which of the following is true for hinge questions?

• Can be asked any time during the lesson

• Can be an open-ended question

• Asked to a specific learner

• Options are limited to three or four

How to question effectively (2)

5. Stategies for promoting, deepening and extending thinking: wait time, think-pair-share, see-think-wonder, pose-pause-pounce-bounce, big questions, socratic questioning

6. Getting learners to ask better questions

Socratic Questioning

1. Clarify − what did you mean when you described global tourism as a good thing

2. Challenge assumptions − does this mean that you think the development of global tourism is always a good thing?

3. Probe for evidence and reasons − what examples can you give to show that global tourism is good?

4. Consider different viewpoints and perspectives − do you think that everyone thinks global tourism is positive? Who might not agree with this?

5. Consider implications and consequences − what if global tourism declines

6. Question the question − do you still think that global tourism is a good thing?

Effective questioning checklist (1)

• Agree procedures to create a safe classroom where everyone feels valued. Do this clearly and display the procedures each lesson.

• Know your learners well so that you can plan and target questions carefully using a no hands up approach. This can support reluctant learners and help to manage dominant learners.

• Plan the questions you will use to promote thinking and assess learning. Also, plan who you will ask to make sure that you cover the class effectively.

Effective questioning checklist (2)

• Give students thinking time so that they can process the question and come up with their ideas.

• Value all contributions and make the classroom a safe space for learners to test their ideas, take intellectual risks and make mistakes.

• Use positive language such as ‘That was a great mistake, what can we learn from this?’ to encourage learners to see the value in making mistakes.

Effective questioning checklist (3)

• Provide opportunities for constructive feedback − teacher to learner, learner to teacher and learner to learner.

• Give all learners a voice − don’t allow particular learners to dominate or opt out. Use non-verbal signals such as eye contact, nodding or hands out to invite responses.

• Add an extra challenge by asking a follow-up question.

Effective questioning checklist (4)

• With large groups, try out whole-class response systems such as hinge questions, mini-whiteboards, thumbs up and thumbs down to manage feedback.

• Encourage collaboration and dialogue, using strategies such as think, pair, share. This helps learners to generate questions and more-developed responses. It also supports quiet or reluctant learners with their contributions.

Open Ended

What new concepts did you learn after joining this session?

Open Ended

What are you going to do differently in class in the next lesson?