Effective Questioning - WordPress.com...Significant Applications for the Parallel Thinking Process...
Transcript of Effective Questioning - WordPress.com...Significant Applications for the Parallel Thinking Process...
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Effective Questioning Enhancing Classroom Practice
Engaging the learner, Developing their learning
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‘Thinking is the hardest task there is, which is probably why so few
engage in it’ Henry Ford
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Today…..
• Highlight good practice that we’re developing in Carrick Knowe (3 key ways to develop questioning)
• Consider alternate ways to engage your children at home
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What is Questioning for? • To engage thinking • To extend thinking • To share thinking • To clarify thinking • To confirm thinking • To encourage thinking ‘Classroom Behaviour’ Bill Rogers: : Books Education; 2001 p85
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What is Questioning for? The dialogue between pupils & a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and express their ideas
‘Inside the Black Box’ P Black & D William: NFER Nelson 1998 p12
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The importance of Questioning
Teachers must think carefully about: • The type of questions we ask • The way in which we ask those questions • The way that children ask questions of
each other • How we encourage students to answer
questions • How we can help children structure their
answers ‘Getting the Buggers to Think’: S Cowley, Continuum 2004 p14
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Good and Bad Questioning
• Multiple questions with many sub-clauses
• ‘Picking on them’ questions (Class star/class baddie)
• Questions to which they can’t possibly know the answer!
• Complex language questions • Questions as punishment
• Focused questions • Relevant questions • Questions at the outer
reaches of their comfort zone (and some well within it!)
• Questions which invite reflection and engagement with the topic
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Five Strategies for Effective Questioning
1. Range of answers Q. What makes a good friend? Kind good looking Honest grumpy Shares things loyal
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Range of answers
• What is 5 squared?
• Which physical activities improve the efficiency of the heart?
• What does a plant need to grow?
• Discuss and explain why? • Give possible reasons for
the wrong ones; 3, 7, 10, 25, 125.
• Cycling, walking, golf, swimming, skydiving, darts.
• Air, water, lemonade, light, heat, sand, soil, milk.
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Five Strategies for Effective Questioning
2. Statement • Religion is the cause of all hatred in the
world!
• Agrees or disagree and provide reasons.
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Statement
• Which drugs are bad for you?
• Which metals are magnetic?
• Which sports improve fitness?
• Discuss, agree, disagree, why?
• All drugs are bad for you!
• All metals are magnetic!
• All sports improve fitness!
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Five Strategies for Effective Questioning
3. Right and Wrong
• 2 examples – why does this circuit work and this not?
• 2 examples – why is this a healthy meal and this one an unhealthy meal?
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Right and wrong
• How do you do this sum?
• Correct this sentence grammatically.
• Why is this sum right and this wrong?(2 examples)
• Which of these sentences are correct?
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Five Strategies for Effective Questioning
4. Giving the Answer • Paper is a good material for tissues. Why? • 14 x 20 = 280 What strategies did you
use to solve it? • It is good for us to drink water. Why?
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Giving the answer (and asking for it to be explained)
• Can you name some connectives?
• What are the properties of plastic?
• Why do we call words like ‘but’ and ‘so’ connectives?
• Why is plastic a good material for modern toys?
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Five Strategies for Effective Questioning
5. Opposing Standpoint • Probationer teachers should hide their
enthusiasm when moving into a school • There’s not enough paperwork in teaching • Should smoking be a matter of choice?
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Opposing or alternative standpoint
• What are the hazards of smoking?
• Why is it wrong to steal?
• Should smoking be a matter of choice?
• What would a mother whose children are starving think about shoplifting?
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Remember!
• Not all subjects and issues will be easily adapted to each questioning style.
• Choose the one that suits and works!
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• Knowledge – what I know, what I remember • Comprehend – what I understand from my
knowledge • Application – how can I apply this knowledge and
understanding • Anaylsis – break down what you understand in to
smaller component sections (identify reasons, casuse, motives, reach conclusions or generalisations)
• Synthesise – create and form new connections….time for creativity
• Evaluate – make a judgement based on other thinking
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The Jabberwocky by Lewis Carroll
‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe All mimsy were the borogroves And the mome rath outgrabe
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Chat show time….
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Discuss…. • The creation of the new
Queensferry Crossing – when it opens what will the repercussions be?
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Using Six Thinking Hats®, you and your team will learn how to use a disciplined process which will... • Maximise productive collaboration and minimise counterproductive interaction/behaviour • Consider issues, problems, decisions, and opportunities systematically • Use Parallel Thinking as a group or team to generate more, better ideas and solutions • Make meetings much shorter and more productive • Reduce conflict among team members or meeting participants • Stimulate innovation by generating more and better ideas quickly • Create dynamic, results oriented meetings that make people want to participate • Go beyond the obvious to discover effective alternate solutions • Spot opportunities where others see only problems • Think clearly and objectively • View problems from new and unusual angles • Make thorough evaluations • See all sides of a situation • Keep egos and "turf protection" in check • Achieve significant and meaningful results in a less time
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Significant Applications for the Parallel Thinking Process of Six Thinking Hats • Leadership Development • Team Productivity, Alignment and Communication • Creative and innovative thinking • Meeting leadership and decision making • Product and Process Improvement, and Project
Management • Critical, Analytical Thinking and Problem-Solving • Organisational Change/Performance • Wherever High Performance Thinking and Action
is needed
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Top tips Ask about emotions of the day Tell me about - ü something that made you laugh today ü Something silly that someone did ü Something that made you happy ü Something that made you sad ü Something that made you think / or challenge
your thoughts ü Something that puzzled you
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Top tips 1. Ask for specifics (tell me about your maths
lesson today – what were you learning? what was your task?)
2. Focus on positives (tell me about 3 good things that happened today)
3. Ask if they tackled anything in their targets today
4. Restructure some questions to keep them open ended
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Top tips 1. Ask me a question about something your
learned/did today. 2. Something you worked on with someone else 3. 2 stars and wish (2 great things from today,
some that you wish had gone better – and how we can make that happen tomorrow)
4. High- Low
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REMEMBER The key point is to generate quality talking, listening and
thinking by adopting a range of possible strategies. No one
strategy is right or better than the other – different ones for
different contexts. Vary it and keep it fresh to help keep all learners engaged in each
lesson.