Mr Jonathan Huddleston MA (Oxon)Mr Jonathan Huddleston MA (Oxon)Assistant Headteacher; Learning and TeachingAssistant Headteacher; Learning and Teaching
Questioning techniques, taking risks and students’ learning inquisitiveness:
using challenging techniques and activities that excite students’ natural curiosity, extend their understanding
and increase the pace of progress
Questioning in Maths: Questioning in Maths: DiagnosisDiagnosis
In which of these right-angled triangles is a2 + b2 = c2 ?
A a
c
b
C b
c
a
E c
b
a
B a
b
c
D b
a
c
F c
a
b
Questioning in Science: Questioning in Science: DiagnosisDiagnosis
The ball sitting on the table is not moving. It is not moving because:
A.No forces are pushing or pulling the ballB.Gravity is pulling down, but the table is in the wayC.The table pushes up with the same force that gravity pulls downD.Gravity is holding it onto the tableE.There is a force inside the ball keeping it from rolling off the table
Wilson & Draney, 2004
Questioning - DiscussionQuestioning - Discussion
When did World War II begin?
A. 1919B. 1938C. 1939D. 1940E. 1941
Questioning - DiscussionQuestioning - Discussion
Is “aller” a regular verb in French?
Questioning - DiscussionQuestioning - Discussion
Look at the following sequence: 3, 7, 11, 15, 19, ......
Which is the best rule to describe the sequence?
A.n + 4B.3 + nC.4n – 1D.4n + 3
QuestioningQuestioning
Key idea: questioning should
Cause thinking
Provide data that informs teaching
Improving teacher questioning
Generating questions with colleagues
Closed vs open
Low-order vs high order
Appropriate wait-time
QuestioningQuestioning
Getting away from simple Q & A
Basketball
No hands up (except to ask a question)
Class polls to review current attitudes/multiple-choice
‘Hot-seat’ questioning
All-student response systems
ABCD cards, mini-whiteboards, exit passes
Learning ObjectivesLearning Objectives
Enable delegates to develop their understanding of challenging techniques and activities in order to inspire students and to be able to assess and build on their current provision
8J1 Lesson Observation 8J1 Lesson Observation and Lesson Feedbackand Lesson Feedback
Read the lesson plan that takes into account the broken down 5Es approach to learning and its accompanying observation write-up
Can you identify the challenging activities and aspects of the lesson that achieved the goals of exciting students, extending their understanding and increasing the pace of progress?
The Challenges FacedThe Challenges Faced
Going against the grain Conflict between content-driven and process-
driven work Time to embed – acclimatisation Student reaction Staff reaction Examination results
A leap of faith
Introduction of Introduction of ActivitiesActivities
How can these activities be introduced?
Whole-school approach vs building capacity Work across phases and schools Develop methodology and processes in Year 7 The quick-fix (key stages 4 and 5)
The bottom line is, if activities are planned, pedagogically sound and genuinely inspiring and challenging the willing few will become a critical mass
Starting PointsStarting Points
The Gifted and Talented Agenda
Meeting the educational needs of the gifted and talented is about building on good general school provision, not about providing something entirely different (Eyre)
A rising tide lifts all ships (Renzulli)
All students are gifted until they prove otherwise. Exceptional progress for all can only be achieved in a culture of high expectation for all.
Therefore, what are the desirable characteristics of our learners?
Starting PointsStarting Points
Creativity Acceleration Reflection Perseverance Expertise (Think like a ..........)
Desire to go deeper Independence Elasticity (resilience) Motivation
What are the kinds of activities that will aid the development of these characteristics?
ExtensionExtension
With your colleague(s), note down or discuss three or four activities that you employ / have seen employed to develop these characteristics in your learners.
