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Questioning mini bite 2

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jorawlings

This document provides guidance for questioning students to check their understanding at different levels. It recommends starting with lower-level questions from Bloom's taxonomy to build confidence before posing more open-ended questions. Teachers should consider whether questions are open-ended or closed, allow thinking time for complex questions, and revisit initial "big questions" later to see how student perspectives may have changed with new evidence.

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Questioning Mini-bite Summary of Main Points Start with questions based lower down the Bloom’s taxonomy pyramid to give the students confidence. Start with questions that link to prior understanding/knowledge. The starter could be a BIG QUESTION. Perhaps the title to the lesson could be the starter. What happens to a candle when it burns? Where does it go? But ……how ‘open’ will the big question be? Do you need to provide some structure and possibly key words. e.g. physical change, chemical change, melting, evaporating, bonding Elements, compounds… How many of your questions in your modeling phase are open and how many are closed? (open = there are many possible answers, closed = there is one expected answer). Are there certain questions that would really suit being given ‘thinking time’? Could you revisit the BIG QUESTION later in the lesson? In which case how have your (the students) views changed? Reflection and evaluation. What made you change your mind? What were the crucial pieces of evidence that changed your point of view?

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Questioning mini bite 2

  • 1. Questioning Mini-bite Summary of Main Points Start with questions based lower down the Bloom’s taxonomy pyramid to give the students confidence. Start with questions that link to prior understanding/knowledge. The starter could be a BIG QUESTION. Perhaps the title to the lesson could be the starter. What happens to a candle when it burns? Where does it go? But ……how ‘open’ will the big question be? Do you need to provide some structure and possibly key words. e.g. physical change, chemical change, melting, evaporating, bonding Elements, compounds… How many of your questions in your modeling phase are open and how many are closed? (open = there are many possible answers, closed = there is one expected answer). Are there certain questions that would really suit being given ‘thinking time’? Could you revisit the BIG QUESTION later in the lesson? In which case how have your (the students) views changed? Reflection and evaluation. What made you change your mind? What were the crucial pieces of evidence that changed your point of view?