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Effective questioning techniques

Stoke Damerel Community College

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Why?

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1.) Purpose of questioning

To interest, engage and challenge pupils.

To check on prior knowledge andunderstanding.

To stimulate recall.

To focus pupils thinking on key conceptsand issues.

Inform teaching and promote pupils

thinking about what they have learnt. Encourage dialogue, discussion and

feedback

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Pitfalls

Asking too many questions at once.

Asking a question and answering ityourself.

Asking questions only of the brightest ormost likeable pupils.

Asking the same type of questions.

Not giving pupils time to think. Not correcting wrong answers.

Failing to build on pupils answers.

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How can you become an effective

questioner?

Know how to plan questioning in a lesson. Understand how questions engage pupils

and promote responses.

Use the lessons learning objectives andoutcomes as a basis for key questionsand sub-questions.

Learn classroom tactics you need tobecome an effective questioner.

Know the pitfalls to avoid. Know how to respond to answers so that

pupils are encouraged to participate.

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Open Questions

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Closed Questions

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2.) Different types of questions

Closed questions eg. What is the gridreference for Great Malvern?

Open questions eg. Which of these foursources were the most useful in helpingwith this enquiry?

Lower order questions: Factual,descriptive, easy questions

Higher order questions: Sophisticatedthinking, harder questions

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Rich questions..

What?

Who?

Where? When?

How?

Why?

These questions tend to

elicit information

These questions interpret

the information

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Effective questioning for

coaching/mentoring

Clarifying questions Do you mean? Couldyou give me an example? Could you repeat that?

Curiosity/interest questions Thatsinteresting can you tell me? What was that like?

Elaborating questions Could you tell me moreabout that?

Summarising questions If I cansummarise It seems to me What you aresaying is.

Reflecting questions What I think you are

saying is? Am I right in thinking?

Adapted from Miles Downeys 4 step active listening model

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3.) Planning a sequence of questions using Blooms

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Evaluation

Was Goldilocks good or bad? Why?Synthesis

Can you think of an alternative ending to the story?

Analysis

Which parts of the story could be true?Application

What would have happened if Goldilocks had come toyour house?

ComprehensionWhy did Goldilocks like Baby Bears bed best?

Recall/knowledge

Whose porridge was too sweet?

Example of a sequence

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4.) Tactics for effective questioning

Cues and prompts. Pausing to scan or survey. Wait time after a pupil response.

No hands up questioning. Big questions. Using group discussion strategies

(collaboration). Creating a climate where pupils feel safe to

make mistakes. Probing useful follow ups to seek more

information. Placing a minimum requirement on the answer. PQP praise, questions and pose a solution

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Dont ask the question give the

answer and ask why its correct

Instead of asking

Is this a complexsentence?

What kind of film is

Star Wars?

Can 7/9 be simplified?

ask

Why is this a complexsentence?

Why is Star Wars a

Science fiction film?

Why can 7/9 not besimplified?

T

his

methid

iii

This strategy forces pupils to think, invites them toshare their thinking and to give a more articulate answer

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5.) How to encourage the learner to

ask questions:

Model good learning behaviour askquestions yourself.

Display key questions Where? Why?

When? Who? What? Frame lessons in the form of questions.

Have a question wall or box.

Give assessment marks for the quality of

the questions, not the answers. Students ask questions as a basis for

taking notes.

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6.) Dealing with answers

The answer is correct: Acknowledge andindicate why it is a good answer or ask otherpupils what they think.

The answer is incorrect: Consider simplifyingthe question or provide a series of prompts toencourage a better answer.

If the answer is partly correct: Acknowledgethe parts which are correct and use prompts todeal with the incorrect parts.

If an answer is a result of speculation: Acceptall answers as being of equal worth then ask moreprobing questions to find out which are morelikelyto be correct.

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Active listening

1) Listen to what is being said and repeatthe content back.

2) Absorb what is being said and rephraseit in your own words.

3) Acknowledge the feelings and show youhave empathy.

4) Summarise the issues and help theother person to identify her/his ownsolutions.

Adapted from Miles Downeys 4 step active listening model

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Next steps.

Have a go at one or two of thetactics

Plan more questioning into lessons Maybe consider analysing the types

of questions you ask in lessons

Ask more questions whenintroducing the learning objectives