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The start of a new term is nearly upon us and I am going in revitalised due to a number of life changes. One aspect of getting back into the classroom and school environment is to listen to the great array of questions, challenges and responses I'll hear and be involved in. I love questioning and the potential depth to thinking it can generate. However far to often including in my own practice I prevent opportunities for taking the thinking deeper by posing a new challenge, problem to keep that engaging thrust of something new flowing in the room. So how about a strategy. I've provided a series of pictures of a set of cards my school has provided that help provide a starting point for each of the stages of Socratic questioning so that the metaphorical ball can start rolling and as in a rolling snowball down a snow filled slope the momentum building and the ball - thinking expanding:) So what are the question Socratic circle questioning poses? It is a 6 step process: Related:  questions

Twitter Questioning - Top Ten Strategies “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has been central to our development of thinking and our capacity to learn. Indeed, it is so integral to all that we do that it is often overlooked when developing pedagogy – but it as crucial to teaching as air is to breathing. Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. Effective questioning is key because it makes the thinking visible: it identifies prior knowledge; reasoning ability and the specific degree of student understanding – therefore it is the ultimate guide for formative progress. 1. 2. 3. 4. 5. Q1. 6. 7. 8. 9. 10. Added Extras: Like this: Like Loading...

Using Questioning to Stimulate Mathematical Thinking Good questioning techniques have long being regarded as a fundamental tool of effective teachers. Unfortunately, research shows that 93% of teacher questions are "lower order" knowledge based questions focusing on recall of facts (Daines, 1986). Clearly this is not the right type of questioning to stimulate the mathematical thinking that can arise from engagement in open problems and investigations. Many Primary teachers have already developed considerable skill in good questioning in curriculum areas such as Literacy and History and social studies, but do not transfer these skills to Mathematics. Teachers' instincts often tell them that they should use investigational mathematics more often in their teaching, but are sometimes disappointed with the outcomes when they try it. There are two common reasons for this. Types of Questions Within the context of open-ended mathematical tasks, it is useful to group questions into four main categories (Badham, 1994). 1. 2. 3. 4. 1. References

Six Degrees of Kevin Bacon Six Degrees of Kevin Bacon is a parlor game based on the "six degrees of separation" concept, which posits that any two people on Earth are six or fewer acquaintance links apart. That idea eventually morphed into this parlor game, wherein movie buffs challenge each other to find the shortest path between an arbitrary actor and prolific Hollywood character actor Kevin Bacon. It rests on the assumption that any individual involved in the Hollywood, California, film industry can be linked through his or her film roles to Kevin Bacon within six steps. The game requires a group of players to try to connect any such individual to Kevin Bacon as quickly as possible and in as few links as possible. It can also be described as a trivia game based on the concept of the small world phenomenon. In 2007, Bacon started a charitable organization named History[edit] The headline of The Onion, a satirical newspaper, on October 30, 2002, was "Kevin Bacon Linked To Al-Qaeda".[7] Kevin Bacon

Some thoughts on questioning….. DHS drama teacher, Learning Leader and occasional blogger Lesley Graney has been thinking about questioning…… There is a lot of chat about the Big 4 in our school. It’s everywhere; if only the big 4 were sleep, cheese, red wine and Strictly Come Dancing, it would be easy for me. But no, the Big 4 are ‘Challenge’, ‘Independence’, ‘Feedback’ and ‘Questioning’. For me it would be: Challenge - surely the most difficult with a name like that.Independence - I know we are all capable of it; we learn to walk, ride a bike, work out a new phone or in my case we don’t. So my easiest would be questioning. We started with questioning this week. I have tried to give feedback to my husband for example this evening when he said the plughole needed ‘defuzzing’ as the water is draining slow. So, back to questioning. Then actually I thought about it. Consider my husband and I again, who you are getting to know a lot about through these blogs. Me: “How was work today?” Him: “Fine” Son: “Yes” Like this:

Making best use of exam questions I have written before about Diagnostic Questions. A good diagnostic question can reveal a lot about a student’s thinking. Many of the questions we have written for the York Science Project have drawn on research evidence to provide the alternative answers that students might select. When preparing diagnostic questions for GCSE classes there are two other rich sources of alternative answers that have been given by students – the Mark Scheme and the Report to Centres. Here is an example. This question part of question 2 on the OCR GCSE Science Gateway B711/02 (higher tier paper) in June 2012. In the Report to Centres the Principal Examiner for the paper wrote : “Just less than half the candidates gained the mark…… The most common correct answer was dehydration. The mark scheme for the question was this: The guidance column in the mark scheme identifies some of the answers that candidates were writing and indicates markers whether or not to accept the answers.

How to Teach Critical Thinking Robert H. Ennis, The actual teaching of critical thinking is a function of many situation-specific factors: teacher style, teacher interest, teacher knowledge and understanding, class size, cultural and community backgrounds and expectations, student expectations and backgrounds, colleagues’ expectations, recent local events, the amount of time available to teachers after they have done all the other things they have to do, and teacher grasp of critical thinking, to name some major factors. Underlying Strategies (The three underlying strategies are “Reflection, Reasons, Alternatives” (RRA): 1. 2. 3. Fundamental Strategies 4. 5. 6. 7. 8. 9. 10. 11. 12. Tactics 13. 14. 15. 16. 17. 18. 19. 20. Mid-level Strategies 21. SEBKUS: When doing appraisals and planning investigations and other actions, make full use of and try to expand your Sensitivity, Experience, Background Knowledge, and Understanding of the Situation.

The 20%: Questioning Part 2 | M J Bromley's Blog This is Part Two of a new 2-part blog exploring effective questioning in the classroom. Part One is available here.In a previous post I talked about the Pareto Principle. I suggested we should focus on improving the 20% of classroom strategies which research shows yield 80% of results. So far we have looked at the art of asking questions: at what type of question to ask and how to deal with the answer. Black et al, in Assessment for Learning: Putting it into Practice, advocate asking a ‘big question’ which could be “an open question, or a problem-solving task, which can set the scene for the lesson, either by evoking a broad-ranging discussion or by prompting small group discussions, so involving many students.” To improve the use of classroom dialogue, our classrooms have to become more interactive. We can learn from the way Japanese teachers conduct classroom discussions. Before we look in more detail at the types of questioning we can use, let’s take stock. 2. Other blogs: Like this:

Questioning; Challenge & Engagement | Gary King Questioning is a fundamental element of pedagogy, one you could read endlessly around, but the reality is using questioning to challenge and engage all learners is demanding and potentially problematic to get right. Recently I’ve been working with a team of teachers, shaping our CPD model in preparation for the new academic year. Engaging in dialogue around teaching and learning with colleagues is always a pleasure and extremely informative, and one aspect continually crops up; deep, challenging and engaging questioning. Allowing students to develop a fuller understanding of a concept because they have tried to explain it themselvesTo easily recall existing knowledgeTo be able to link the ideas in the lesson with existing knowledgeTo tackle problems at a deep level and be able to extend their thinkingTo engage easily with a task because they are clear about what is expectedTo develop independence in the way they learn and think Active engagement Good luck with your questioning! Like this:

Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.

Effective Starters in Maths Lessons | f(maths) I’ve been experimenting with a few different approaches to starters in lessons recently, prompted by my year 11 groups revision, and thought I would sum up what I’d found. Before I do start though I think it’s important to point out that I only have double lessons (2×50 mins) so some of this may have to be adapted or modified to fit your lessons, as I don’t have any problems taking 15 minutes on a starter if it’s worth the time, but in a single lesson there wouldn’t be the same flexibility for time. I have been trying 3 different types of starter mainly; those recapping the previous lesson/unit, those that lead directly into the lesson being taught and those that aren’t directly linked to the current or any recent lesson. There are occasions where the first 2 will overlap, but this is unavoidable to a large extent. Recap Starters Look Ahead Starters None of the Above What I did was to put together 10 questions on the same 10 topics every lesson and vary the numbers. Like this: