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Questioning and Feedback: Top Ten Strategies

Questioning and Feedback: Top Ten Strategies
As part of our whole staff training at Huntington School we have been sharing ideas and collating ‘Top Ten Strategies’. This list is the fruits of our labour: 1. Differentiated questioning. Given the time we take doing it daily, effective questioning may well be the highest impact strategy we can employ. There is no ‘one size fits every class’ strategy. 2. Giving waiting time for answers to our questions is something we do instinctively. 3. Being prepared with a strategy for students saying ‘I don’t know’ is clearly essential. 4. We have focused on this as a school and will continue to do so. 5. After feedback we need to make sure that we have students actively responding to their feedback. 6. This is a simple analogy to make the layers of assessment clear. 7. Students need to understand the specific command words in their subject discipline and breakdown the different types of questions/topics etc. 8. Using exemplar models is a fundamental aspect of good teaching practice. 9. 10.

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The 20%: Questioning This is Part One of a new 2-part blog exploring effective questioning in the classroom.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. In other words, we should focus on practising those interventions which most expedite student progress.I have already written about the role feedback can play.Now I shall turn my attention to questioning… Questions are bread-and-butter stuff for teachers, a way of extending students’ learning, fostering a sense of curiosity, and assessing the progress being made (or not) by our students.

READING - Involving students in assessment conversations For students to be actively engaged in their own learning journey, they need to know what they are learning, why they are learning it, how to learn it, how well they are learning it, and how to take the next steps to advance their learning. These are the skills of lifelong learners that can positively contribute to their performance now and into the future. This process however is more easily said than done. 20 Ways To Provide Effective Feedback For Learning 20 Ways To Provide Effective Feedback For Learning by Laura Reynolds While assessment gets all the press, it is feedback for learning that can transform a student’s learning. When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). Like my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it.

READING - The Perfect Assessment The Perfect Assessment by Terry Heick Nothing is perfect, but we can dream. So let’s dream about assessment. First, what is an assessment? A measurement? Marking – Effective, Developmental & Time-Saving Finally, in a time of what appears to feel like the ‘shackles’ are starting to come off in terms of a less OFSTED driven, prescriptive evaluation for teachers across the country, it seems that creativity, innovation and risk-taking are all starting to blossom in schools. This is fantastic, music to my ears, and as a teacher of Technology this really does support my day-to-day practice and in my opinion that of all subjects, and of course, by default encourages a more explicit emphasis on ‘typically’ which again, is common place in all good/outstanding schools. As leader of Teaching and Learning in our school, I’m currently working with teachers to explore the move to ungraded lesson observations (I’ll be posting a separate blog on this very soon). I’m sure we’re all aware, one of these key elements within this triangulation process is effective feedback to students and in particular, marking. Back to basics – whole School Raise the profile – Power to the Students!

READING - Introducing pace and purpose into your lessons Adopting an appropriate pace has always been an important component of a successful lesson, particularly with groups of high-achieving pupils who are more than able to cope with at least an hour of rigorous challenge. These pupils thrive on the demands of a lesson that asks them to move quickly through exposition and review to get to new learning points and to spend time developing and extending new ideas and concepts. However, it is extremely tempting to think of a lesson with ‘unrelenting pace’, where pupils are constantly engaged and productive all the time, as being a successful learning experience. I have observed numerous ‘all singing, all dancing’ lessons where pupils have barely had time to breathe before the next activity was presented to them. They work on the notion that if pupils are simply too busy to misbehave then the lesson is likely to go more smoothly. The planning stage

Feedback: let’s build it in, not add it on Image: @jasonramasami The quantity of feedback our students need after completing a task is largely dictated by the quality of teaching they have received before and during this task. I would argue that much of the best and most useful feedback our students receive happens as they are working, not necessarily after they have finished working.

READING - What Does Research Say About Assessment? R.J. Dietel, J.L. Herman, and R.A. KnuthNCREL, Oak Brook, 1991 Approaches to Marking This series of #backtoschool blogs summarises much of my thinking as it’s developed over the past few years and is aimed at new or recently qualified teachers. Each area has been distilled to 5 ‘top tips’ which I hope prove useful to anyone embarking on a career in teaching. That said, I’ll be delighted if they serve as handy reminders for colleagues somewhat longer in the tooth. Marking is a chore. Whether or not it has a measurable impact of pupils’ outcomes is arguable; that’s not the reason we do it. The reason we spend so much time marking is a combination of we’re told to, and because we think it’s the right thing to do

READING - Questioning and Oral Feedback - Our 'Bread and Butter' Questioning and oral feedback – the ‘bread and butter’ of great teaching! A few weeks ago I had the great pleasure to present to the staff of my school for just over an hour on teaching and learning. What had preceded this session for teachers was time to evaluate teaching exemplar lessons and grading them using the OFSTED grade criteria. Subject Leaders were concurrently working with the fantastic Zoe Elder on helping develop an outstanding department.

10 Silver Arrows: Ideas to penetrate the armour of ingrained practice One arrow, aimed at the right place…..that’s all it takes. Silver Arrows? It’s very hard to change your practice. We’re all so busy, very often it is difficult to create space to fully explore a set of ideas and to deliberately adapt our teaching routines to absorb something new. At the same time, we’re often bombarded with initiatives and issues to address. READING - Co-Constructing Success Criteria Research in the area of assessment for learning – formative assessment plus the deep involvement of students in the assessment process – is not only broad and deep, it is also overwhelmingly positive in terms of its impact on student learning and achievement. When teachers use classroom assessment in support of learning, they find out what students know, are able to do, and can articulate. As they consider that evidence in relation to curricular standards and expectations, they plan learning experiences to help students close the gap. Going one step further by involving students in assessment increases their learning. Assessment for learning is what teachers do during the learning. Teachers involve students in assessment by sharing clear learning destinations, using samples to help students understand quality and development, and involving students in co-constructing criteria and in self and peer assessment.

The Differentiator Try Respondo! → ← Back to READING - Relationships This series of #backtoschool blogs summarises much of my thinking as it’s developed over the past few years and is aimed at new or recently qualified teachers. Each area has been distilled to 5 ‘top tips’ which I hope prove useful to anyone embarking on a career in teaching. That said, I’ll be delighted if they serve as handy reminders for colleagues somewhat longer in the tooth. Once clear and sensible routines are in place, there’s space for positive relationships to form; without them, we are merely fire-fighting.