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Do now. Name all of the animals and birds you can that begin with the letter P. Effective questioning strategies to develop higher order thinking skills. Mel Walton – Mary Rose Academy. Outcomes. Know how easy it is to ask a higher order question Know how easy it is to differentiate
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Do now Name all of the animals and birds you can that begin with the letter P
Effective questioning strategies to develop higher order thinking skills Mel Walton – Mary Rose Academy
Outcomes • Know how easy it is to ask a higher order question • Know how easy it is to differentiate • Know how easy it is to deepen and stretch students’ learning • Know how easy it is to check learning
White boards ready! • How many little pigs are there? • What happened to the first two little pigs houses? • Who blew them down?
Consider • How much discussion took place to determine the answer? • How many of the group got involved? • Do lower order questions have a place in your lesson?
Higher order pigs • Imagine you were one of the three little pigs. What might you have done? • How can you create a different ending? • How would you defend the wolf’s actions?
What do you notice? Lower order • How many little pigs are there? • What happened to the first two little pigs houses? • Who blew them down? Higher order Imagine you were one of the three little pigs. What might you have done? Can you create a different ending? How would you defend the wolf’s actions?
Higher order • There are (often) no right or wrong answers • The questions should prompt discussion • Thinking time is needed to provide a quality answer
Outcomes • Know how easy it is to ask a higher order question • Know how easy it is to differentiate • Know how easy it is to deepen and stretch students’ learning • Know how easy it is to check learning
Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, …… • Know….a range of factors can inhibit pupils’ ability to learn, …….. • ….know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, ……
When do we differentiate What makes this easier?
Before the lesson • Plan differentiated outcomes • Plan to differentiate tasks where appropriate/possible • Think through your lesson, predict what might happen, forsee issues • Plan your questions in advance • Plan what you need the TA to achieve and let them know
Learning Outcomes: E/D Identify three common injurys C/B Be able to describe what treatment should be taken for each injury A/A* Describe common injuries that are asociated with different activities.
After the lesson Reflection/evaluation of the lesson (you, students, mentor) Plus…. Marking is planning Do I need to re teach the whole class? Do I need to spend time with….?
To be marked E/D Identify three common injuries (3 marks) C/B Describe the treatment that should be given for each injury (6 marks) A/A* Identify the sports that these common injuries are associated with and describe the treatment that should be given for each injury (9 marks)
Outcomes • Know how easy it is to ask a higher order question • Know how easy it is to differentiate • Know how easy it is to deepen and stretch students’ learning – to ‘master’ • Know how easy it is to check learning
Teach Like a Champion... Context Simple techniques Shared language
The hook(Introduction that makes them want to know more!) Question: Why is Bear eating a beetle? • http://www.youtube.com/watch?v=f71dPrHZDgo
Everybody writes(prepare your students to engage by giving them the chance to reflect in writing before you ask them to discuss) Question: Why is Bear eating a beetle? 20 words silent solo
Stretch it(Reward correct answers with harder questions) Possible questions: • Why is Bear eating a beetle? • What needs to repair? • Why, are they broken forever? • Create a menu for Bear that is high in Protein
Revise(Improve a second draft of your work) Question: Why is Bear eating a beetle? 40-60 words Protein Growth and repair of muscles Physical exertion Survival in the jungle Damage to muscle fibres Muscle hypertrophy Eggs, fish, meat…..
Outcomes • Know how easy it is to ask a higher order question • Know how easy it is to differentiate • Know how easy it is to deepen and stretch students’ learning • Know how easy it is to check learning
Cold call(Call on students frequently – question then name) Wait/thinking time(give students time to think before answering – question…pause…name) No opt out(Turn ‘I don’t know’ into success by ensuring students that can’t or won’t answer practise getting it right)
