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Tactics for effective questioning

1. Give pupils a short time to think about their answers on their own, quietly.
2. Tell pupils to discuss their answers with a partner.
3. After a short EITHER take selected answers with the whole class...
OR get pair into a four and ask them to decide on the best answer from their group for sharing with the whole class.
OR get pair to share with another pair and so on.

Use a “no‐ hands”rule -

It ensures that all pupils know that they may be asked to respond and ensures that you can direct questions to the level of students and ensure that all pupils contribute.

Class names on cards –

choose card at random throughout the lesson. Everyone knows there is an equal chance they will be chosen to speak.

Probing –

ask pupils about their answers and encourage them to justify their answer with evidence or explanation. Questions such as “Can you tell me more about that?” and “Can you explain how you came to that answer or opinion...?”

Tell pupils the ‘big question’ in advance.

This helps to reinforce the main ideas and concepts and gives pupils time to prepare their answers as they work through the question. Attempts to answer this ‘big question’ might form part of the plenary.

Build in waiting time.

Research shows that if the teacher waits about 3 seconds, both before a pupil answers the question and also before speaking after the pupil has answered, there are substantial benefits in the classroom. It is likely to:‐

> Encourage longer answers

>Encourage a greater number and variety of responses

>Encourage more confidence and risk taking.

>Encourage pupils to ask questions in return.

Place a minimum requirement on the answers.

For example, saying something like “You are not allowed to answer this in less than 15 words”, etc.

Allow all pupils to write an answer at the same time and show you together.

A perfect use of mini white boards but works equally well on scrap paper/ laminated papers. This is a good technique for starters.

Pupils should feel safe about making mistakes.

Emphasise the value of an attempted answer and praise the efforts but avoid giving the wrong impression about the quality of an answer.

BLOOM’S TAXONOMY: A BRIEF SUMMARY

Bloom’s taxonomy is very useful in planning objectives and in planning increasingly more challenging questions. It classifies educational objectives into groups according t the level of complexity involved. A summary of it is shown below. The implications for teaching and learning and encouraging thinking skills are that we look to extend our questioning beyond tests of knowledge to the more complex objectives.

  Schemes of work

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