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Task

Task. Look at the individual activity you completed earlier. Use the question stems to devise some higher order thinking questions linked to the learning intention and success criteria you came up with. Share your thinking with a partner. Effective Strategies. Wait Time.

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Task

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  1. Task Look at the individual activity you completed earlier. Use the question stems to devise some higher order thinking questions linked to the learning intention and success criteria you came up with. Share your thinking with a partner.

  2. Effective Strategies

  3. Wait Time Increasing wait time can be achieved by : • Indicating the thinking time and asking for no hands up until the time is up. • Asking for talking partner discussions for a given period of time before taking responses. • Asking children to jot their thoughts on a whiteboard/paper for a given period of time before taking responses • Simply leaving more time for processing to take place – (Easier said than done!)

  4. Extending wait time leads to the following: • Answers are longer • Failure to respond decreases • Responses are more confident • Children challenge and/or improve the answers of other children • More alternative explanations are offered

  5. No Hands Up • Everyone is accountable • Raises the focus in the class • Gives everyone a chance

  6. Talking Partners • Allows pupils to think, articulate and extend their learning. • Shy, less confident pupils have a voice and over confident pupils have to learn to listen to others. • Allows pupils to ‘test drive’ their answers.

  7. Hands Down Tell pupils they should only raise their hand to ask a question, not to answer one. The teacher then chooses pupils to answer, therefore gaining information on whether everyone is learning. www.classtools.net – fruit machine programme on here where you can input names, save it and play it to choose pupils at random. Write names on lollipop sticks and pull out at random to answer. Write numbers on balls or counters that tally to register or seating position and re- use with every class. Back to AFL Tools

  8. An Aifl classroom…look like?? • Traffic light trays • Lollipop sticks, ping pong balls, characters • Show me boards • Coloured cups • Question trees • Plenaries – mid point and end – plenary producer • Exit passes • Learning intentions and success criteria displayed and evidence of generation by pupils • Differentiated success criteria • Feedback on written work to include a question • Homework tasks include generating questions • Plenaries are given due time – may be given as a homework task. Etc……. • Some Things to think about ?

  9. ‘Might’ When questioning, insert the word ‘might’ to give students greater opportunity to think and explore possible answers. e.g. What is meaning of democracy? What might the meaning of democracy be? The first infers a single answer known by the teacher whereas the second is inherently more open. Back to AFL Tools What might the Great Depression look like today?

  10. Teachmeets

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