Recap of Week 3 - Questioning techniques and HOT

What is the main benefit of using cold calling when teaching?

• It allows teachers to skip over quieter students.

• It ensures all students are engaged and thinking.

• It speeds up the lesson by focusing on quick answers.

• It reduces the need for lesson planning.

How does cold calling help with student accountability?

• By allowing students to opt out of answering.

• By making students feel they belong and are included.

• By focusing only on students who volunteer.

• By reducing the number of questions asked.

What is a 'Pre-Call' in the context of cold calling?

• A technique where students are informed in advance they will be asked to respond.

• A strategy to avoid calling on shy students.

• A way to let students volunteer answers.

• A method where students are randomly selected.

What is the purpose of using higher order / probing questions in a classroom setting?

• To quickly move on to the next topic.

• To encourage deeper thinking and understanding.

• To allow students to avoid difficult questions.

• To focus only on students who know the answer.

How can wait time be effectively used in questioning techniques?

• By immediately moving to the next question.

• By giving students time to think before answering.

• By reducing the number of questions asked.

• By allowing students to discuss with peers before answering.

What is the benefit of using open-ended questions in as a teacher?

• They limit the scope of student responses.

• They encourage a single correct answer.

• They promote critical thinking and exploration.

• They make it easier for teachers to assess quickly.

A teacher ask the following question in a lesson: "Samantha....Name one of the nine Protective Characteristics included in the Equality Act 2010?"

Where would this question be placed on Lemov's diagram?

A teacher uses cold calling with all students working on their whiteboards to answer the following question: Name one of the Protected Charactersitics included in The Equality Act 2010.

Where would this question be placed on Lemov's diagram?

A teacher uses cold calling with all students working on their whiteboards to answer the following question: Analyse the experiences of two groups of people with Protected Characteristics in the UK and their experiences of discriminatiion.

Where would this question be placed on Lemov's diagram?

Explain three ways you are going to apply what you have learnt about questioning techniques and higher order thinking to your teaching?