Topic outline

  • Effective Questioning

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    Welcome. In this micro course we will look at the role effective questioning has to play within our classrooms. Crafting and delivering purposeful, thought-provoking questions can transform passive learners into active thinkers, guide classroom discourse, and uncover insights into students' comprehension. Here, you will engage in interactive activities to help you foster an engaging and effective learning and teaching environment through effective questioning.

    Effective questioning is a key strategy in creating engaging, thought-provoking, and inclusive learning environments. When used well, questions guide student thinking, encourage deeper understanding, and promote active participation. This professional learning session will focus on refining questioning techniques to maximise student engagement and critical thinking. We will explore different types of questions, timing strategies, and methods to foster meaningful discussions, ultimately empowering students to think independently and collaborate effectively. By honing our questioning skills, we can transform classroom interactions and enhance student learning outcomes.

  • What is Effective Questioning?

     

    In this section, we will give an overview of the role of effective questioning and dialogue within our classrooms, the benefits, and some research behind the critical role it plays in Scottish schools. 

  • Section 2: Strategies for Effective Questioning

    In this section we will have a more detailed look at the strategies and approaches that can be used to enhance questioning within our classrooms.

  • Section 3: The Research Behind Effective Questioning

  • Further Reading

    Links to the resources are also available from the FV&WL Interactive Learning, Teaching and Assessment Guide 

  • Knowledge Check

  • Professional Enquiry

    Here are some ideas for professional enquiry focused on effective questioning within the classroom. You may wish to choose 2 to focus on within your classroom.

    • 1. Exploring Question Types and Cognitive Levels

      Task: Review a lesson plan and classify the questions you intend to ask based on Bloom’s Taxonomy. Reflect on how the types of questions you plan to use align with the cognitive levels you want your students to achieve.

      • Reflection Prompt: How do these questions promote different levels of thinking, and how might they stretch and challenge learners?
      • Outcome: Refine the questioning structure in your lessons, ensuring it encourages critical thinking and knowledge application.
      2. Utilising Wait Time for Deep Thinking

      Task: Experiment with wait time after asking questions. Provide 3-5 seconds of silence to allow students to process the question and formulate thoughtful responses.

      • Reflection Prompt: What changes did you notice in the quality of student responses after implementing wait time? How did this impact student engagement and depth of thinking?
      • Outcome: Improve student participation and quality of answers by using wait time strategically in your questioning technique.
      3. Encouraging Metacognition through Self-Questioning

      Task: Design a series of self-questioning prompts for students to use before, during, and after a lesson (e.g., What do I already know? Is this strategy working?). Integrate these prompts into your classroom practice.

      • Reflection Prompt: How did using self-questioning prompts impact students' ability to reflect on their own learning? Did students become more independent learners?
      • Outcome: Foster metacognitive skills and encourage students to take greater ownership of their learning process.
      4. Reflecting on Questioning Techniques

      Task: Record and review a classroom session where you focus on using effective questioning techniques. After the lesson, analyse how your questions impacted student engagement and understanding.

      • Reflection Prompt: What types of questions elicited the most thoughtful responses? Were there any questions that revealed misconceptions or learning gaps? How could you refine your questioning strategy in future lessons?
      • Outcome: Develop a more reflective practice around your questioning techniques, leading to improvements in both formative assessment and student understanding.

    • You may wish to consider the following for Professional Enquiries:

      1. Promoting Dialogic Teaching

      Task: Plan a lesson where dialogic teaching is central, using effective questioning to promote student discussion, reasoning, and collaborative thinking. Encourage students to ask and answer each other’s questions.

      2. Assessing Learning with Socratic Questioning

      Task: Implement a Socratic questioning approach in a lesson by asking a series of probing questions aimed at encouraging deep reflection. Rather than giving answers, guide students to explore their assumptions and evaluate different perspectives.

      3. Evaluating Student-Led Questioning

      Task: Create opportunities in your lesson for students to ask their own questions. Encourage a culture of inquiry by providing time for students to formulate and ask questions during the lesson.