Scene 1

Anneka Reece Senior Teaching and Learning Coach WSS

Introduction to Questioning Length: 30 minutes

About our company | Global Education Company | GEMS Education

Scene 2

Session Aims: to answer the questions: Why do we ask questions? What do excellent questions look like?

Scene 3

Rank these questions in order of challenge.

What does each section of Blooms taxonomy stand for? How does each level of Blooms taxonomy affect the other? Why do they need each other for learning to happen? How many levels of Blooms Taxonomy are there? Is ‘create’ at the top of Blooms Taxonomy? How far can we argue that this is a hierarchy and not a circle? If we created a level after ‘create’ what would we call it?

Scene 4

Bloom's Taxonomy | Center for Teaching | Vanderbilt University

If we created a level after ‘create’ what would we call it? How far can we argue that this is a hierarchy and not a circle?  How does each level of Blooms taxonomy affect the other? Why do they need each other for learning to happen? What does each section of Blooms taxonomy stand for? How many levels of Blooms Taxonomy are there? Is ‘create’ at the top of Blooms Taxonomy?

Scene 5

Pause Why do you think we ask students questions? Write down at least 2 ideas

Scene 6

Check pupil understanding Helps students to receive and process information To move students up Blooms Taxonomy To model to students how to think and how to enquire

Scene 7

What does excellent questioning look like?

Watch this clip: Make some notes about what the teacher does well: https://www.youtube.com/watch?v=ktRuN54CE1I

Scene 8

Write down every question the teacher asks. What patterns do you notice about their questioning? https://www.youtube.com/watch?v=ktRuN54CE1I

Scene 9

What do you think? Why do you think that? How did you get there? Teacher paraphrases and  summarises  for the class. Teacher asks students to build on each others’ ideas.

Scene 10

Takes students up Blooms Guides student thinking towards problem solving Model investigative thinking Differentiated (questions posed to specific levels  of ability)

Scene 11

What kinds of questions do you currently use? Where do you think you take students up to on Blooms? Which parts of this success criteria do you already apply and how? What might your next steps be in developing your questioning skills? .

Scene 12

Scene 13

Observe a lesson and write down all of the questions the teacher asks and then track these against Blooms Taxonomy Video yourself teaching and self-assess using Blooms Taxonomy and the success criteria on this Power Point Recommended reading: 	- How to use Questioning in the Classroom by Mike  Ghershon 	- Hands Up by Stephen Lockyer

PowerPoint Presentation

 Watch this clip: Make some notes about what the teacher does well: https://www.youtube.com/watch?v=ktRuN54CE1I

slide7-hotlink2

 Write down every question the teacher asks. What patterns do you notice about their questioning? https://www.youtube.com/watch?v=ktRuN54CE1I

PowerPoint Presentation

Page 1 (0s)

Page 2 (14s)

Page 3 (33s)

Page 4 (1m 18s)

Page 5 (7m 34s)

Page 6 (8m 14s)

Page 7 (8m 47s)

Page 8 (9m 25s)

Page 9 (10m 1s)

Page 10 (11m 21s)

Page 11 (12m 16s)

Page 12 (12m 53s)

Page 13 (13m 27s)