Page 94: How to use questioning effectively in your classroom

 Page 94: How to use questioning effectively in your classroom

As teachers we have many key roles and responsibilities. One of these is to 'adaptive teach'. It is vital to ensure that all of our pupils are able to access and achieve the learning intentions. One way many teachers so this is through effectively questioning. There is a plethora of benefits, a few which we will explore today, some of which include addressing misconceptions as well as challenging and stretching our learners to achieve the highest potential. 

The use of questioning throughout day to day practice facilitates active participation across the curriculum. Through the use of effective questioning, curiosity is triggered and deeper intellectual thoughts can be explored. Questioning also promotes purposeful discussion not just between children-teacher but additionally peer-peer.

Why should we use questioning to enhance our classroom practice?

To put it simply ...

1. To check for understadning of a new concept

2. To check for and address any misconceptions of the new concept

3. To deepen understanding in learning

This all forms in part of the bigger picture of creating and sustaining a classroom culture, build from created curiosity and an environment in which the learners are able to play their role in the cognitive work of the classroom. When reflecting and considering alongside cognitive science approaches such as the use of spaced practice. Questioning is a great tool to support the distribution of the review of the learning throughout time.

It is important to have a good understanding of what questioning is alongside the importance of conducting this effectively. I strongly believe to support our practice and to be a good practitioner it is important to have a thorough understadning of why we do what we do - and in this case, question. Now this understadning has been established, the next part of today's page focusses on the practically and the implementation of this in the classroom. 

Here are my top 5 questioning strategies that I use daily!

1. Probing

To deepen our learners thinking and explore their understadning, the use of probing is an effective tool. By using 3-4 following questions, probing checks for understadning, misconceptions can be addresses, scaffolding can be embedded to set up for success and extra challenge can be added.

2. Think, Pair, Share

Pretty self explanatory - simple but effective. Children have the opportunity to think and discuss their initial thoughts and build on their knowledge alongside a peer. Following this, when sharing feedback, any of the other questioning strategies can be combined.

3. Whole Class Response

It can be very useful to check for whole class understadning at the same time. Sometimes it is just handy to see who exactly has the level of understadning and be able to address whole class misconnections quickly to maximise efficiency. This particularly works well in mathematics lessons and can be built up though high quality modelled such as by using 'I do, we do, you do'. Then, it is our role as a teacher to use our adaptive teaching skills to adjust our practice accordingly as appropriate.

4. Cold Calling

When a child is engaged through teacher-pupil dialogue, a positive environment is formed based upon trust an nurture. From this, teachers can set a culture where pupils feel happy and confident to answer questions without hiding or a lengthly time to prepare a response. It is vital that teachers allow at least a 10 second 'think time' so the learners are able to progress the question and form a consolidated response. Teachers draw on their knowledge of the class which ensures all children can be targeted.

5. No Opt-Out

Similarly to above, through an established positive and nurturing classroom culture, children will feel safe in answering questions even if they are unsure. Creating a no-opt out routine in learning eradicates the trap of 'I don't know' and ensures all learners are actively engaged and involved in the lesson as they know and she be prepared to be called on at anytime. To support this strategy teachers might go to answer child and then come back to child A to repeat or build on the answer giving them a chance to say it now. 

As a final note, I think it has been subtly spread throughout but it important to say, just like many strands of our practice when educating, a holistic approach combining many of these strategies alongside each other maximises progress and scaffolds those vital steps for success. 

- Miss Yeoman