Pupils often have lots of questions they want to pose. This can sometimes disrupt the pace and flow of a lesson. As a way of addressing this, ‘Car Park Questions’ encourages pupils to ‘park’ any questions they have during the lesson along the top row. In the bottom row, pupils are asked to complete the …
Strategy used to encourage pupils be actively involved in questioning and class discussions. Once a pupil has answered a question, ask them to: Add to the comment Build on it Challenge it!
Tell the pupils they can only have one of their questions answered, then they have to use other means to find out the answers to their questions. Give them a question token to hand in so you know once they’ve used it up!
Give pupils a number 1-4/5. Pose a question and say “heads together” where pupils discuss answer. Select a number 1-5 and that child from each group stands and answers the question on their whiteboards. Heads together!
When questioning purposefully disagree in your questioning by adding a negative question at the end of a question to encourage the child to fully justify and provide further reasoning for their answer. For example, “That’s right, isn’t it?…”
A simple but effective cue card with 7 steps to use when a child provides a wrong answer. Take the time to explore that aspect further by prompting them and cueing them. Addressing misconceptions
A great technique to stimulate class discussion, get lots of students involved and access that deeper reasoning. Pose_pause_pounce_bounce
The use of disciplined and thoughtful questioning to examine ideas logically and help students consider the validity of those ideas. It can be used to challenge assumptions and flaws to deepen understanding. Look at this resource for some useful question stems. Socratic questioning
Pupils are in teams and tasked to complete questions one at a time. Once the question is completed they race to the front to have it checked, if it is correct they get a gold coin (Hobby craft) and are directed to the next question. The team with the most questions completed by the end …
You say the answers and the pupils say the questions. It is useful if you tell pupils that the answer must begin with, “who is” or “what is” to narrow down the response.