First Lesson

Audio Response

What is your name and your hobbies?

Open Audio Recorder

Questioning strategies for

assessing learning

Martin Schelle-Hall

Video Response

Introduce yourself in 30s

Open Video Recorder

Reorder

Reorder the following in seniority

• Conrad

• Louise

• Mal

• Petra

1

2

3

4

• 1
• 2
• 3
• 4

Aims of the workshop

LO1: Staff will be able to identify how effective they are at questioning through a
small self-assessment

LO2: Staff will be able to express the challenges they face when using questioning
techniques

LO3: Staff will be able to distinguish between a variety of questioning strategies
that are used to assess learning and pick one method to try in their own practice

Labeling

Label the human Body

Drag labels to their correct position on the image

Left Hand

Right Hand

Right Leg

Head

Neck

Challenges

What challenges did you face within your use of questioning?

Three important aspects when it comes to

questioning

1. Frequency: Check for understanding at leastthree times a lesson. Any questions? This doesn’t count as it is

too open ended and can’t be specifically measured.

2. Variety: Teachers should use enough different individual and whole group techniques to check

understanding.

3. Usefulness: Think about how useful the strategy is / what is the purpose of using that strategy (some

strategies will massively fail with specific groups and work extremely well with others)

DISCLAIMER

ALSO…..Extra reading around some of these methods
would be advised as we only have limited time today…..

Expectations and routines for learning are imperative when
taking on a new questioning technique. In addition, these
strategies may not work straight away and make take time
to implement

Turn and Talk

http://teachlikeachampion.com/blog/eric-snider-ins
talls-turn-talk-routine/

What is it?

This strategy permits all students to participate in discussion, rather than only
a few students participating in a class-wide discussion. All students are able to
process new learning while engaging in meaningful conversation with a
classmate (theteachertoolkit, 2018)

What is it?

In order to make engaged
participation the expectation,
call on students regardless of
whether they have raised their
hands. (Teachlikeachampion,
2011)

Link:
http://teachlikeachampionch4.blogspot.c
o.uk/p/technique-22-cold-call.html
Cold Call

Right is Right

Want more information (see link and QR code)
http://teachlikeachampion.com/blog/video-week-emily-badillos-ri
ght-right/

What is it?

The idea behind the technique that Doug Lemov labels as "right is right" is
that you only say the child is right when the entire answer you are looking for
is given.

Show Call

What is it?

In a Show Call, a teacher who has just asked students to work
independently for a certain amount of time Cold Calls students by taking
their paper and using a document camera to project their work for
discussion (Teachlikeachampion, 2014)

Document Camera + Cold Call = Show Call

Need more information see link and QR Code:
http://teachlikeachampion.com/blog/katie-mcnickles-show-call/

Class Dojo

What is it?

ClassDojo is a communication app for the classroom. It connects teachers, parents, and students who
use it to share photos, videos, and messages through the school day (ClassDojo, 2018).

See link: https://www.classdojo.com/

Hinge Questions

This is a brief item of formative
assessment which enables the
teacher to know whether it is
appropriate to move on, to briefly
recap, or completely reteach, a
concept before moving on

This is a SNAPSHOT
question which should
be answered within 2
minutes max and
interpreted within 30
secs.

It tends to be a closed question with
multiple answers

Coaching Triads

What is it?

Peer coaching - A coaching group comprises three students, who
each take a different role in turn: the coach, the coachee and the
observer. The tutor needs to provide a challenge for the students to
discuss.

Need more information see link and QR code:
https://pc3coachingtoolkit.pbworks.com/w/page/54101
472/The%20Triad%20Model

Mini whiteboards /
Whiteboards

What is it?

Using mini whiteboards / whiteboards!

Why?

It's a great way of keeping an entire class
actively involved in a lesson. It also
encourages peer learning and independent
learning skills.

https://sites.google.com/a/sheffcol.ac.u
k/tscpd/questioning

What is it?

Hoping this is obvious….

How do I use it?

Simply pose a question, spin the wheel and identify who is to answer. Use
alongside a bounce technique so that it's spun again and the next person is
required to add to or challenge what's previously been shared by a peer.

Why use it?

This kind of strategy forces students to listen to one another's contributions
and therefore it develops their learning as their own thinking is challenged
and reflected upon as questions move around the room.

Random Name Generator

Want more: See QR
code or link below

https://sites.google.com/a/sheffcol.ac.uk/tscpd/questioning

Pose, Pause, Pounce and Bounce

What is it?

Pose a question for your students
Pause to provide thinking time (slow down and provide enough!)
Pounce on a student for an answer
Bounce to another student for a comment (aim for basketball
rather than table tennis)

Want more information? (see QR code and link below)

https://sites.google.com/a/sheffcol.ac.uk/tscpd/que
stioning

https://www.teachertoolkit.co.uk/2011/11/04/pose-p
ause-bounce-pounce/

Think, Pair, Share

1. THINK- Students think independently about the question
that has been asked, forming ideas on their own.

2. PAIR - Students are grouped in pairs to discuss their
thoughts. This step allows students to articulate their ideas as
they use their prior knowledge and vocabulary to
communicate with each other. Students will also be able to
practice their speaking and listening skills as they learn to
respect multiple perspectives.

3. SHARE - Students share their responses with the entire
class. They will often become more comfortable and willing to
participate throughout the year when this strategy is
continually used in the classroom.

(https://ellstrategiesandmisconceptions3.weebly.com/strategy-
2---think-pair-share.html)

Present students with common or predictable
misconceptions about a concept you’re
covering. Ask questions around the area to
check their understanding.

Watch the video at 2min 8 seconds for example.

Addressing the misunderstanding

Plenary

Task:

Pick at least 1 strategy on your sheet (max 2)

Answer the questions alongside

Pick up an information sheet related to your chosen strategy

Need more information
https://sites.google.com/a/sheffcol.ac.uk/tscpd/questioning