Name all of the animals and birds you can that begin with the letter Do now Name all of the animals and birds you can that begin with the letter P

Mel Walton – Mary Rose Academy 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

Into groups of 3

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

Blooms Taxonomy

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

Why do we need to differentiate…at 6.15am?!

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.

During the lesson Remote Control - 1 correct answer means nothing! Cold call No opt out Stretch it extra bonus questions/tasks Help desk/Displays Seating plan Circulate Technology - Translate apps, Youtube 4B’s Eggstension Pictures to support text

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)

Sophie

Summer

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

Missed opportunity – try again!

Why is Bear eating a beetle? 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) Protein Growth and repair of muscles Physical exertion Survival in the jungle Damage to muscle fibres Muscle hypertrophy Eggs, fish, meat….. Question: Why is Bear eating a beetle? 40-60 words

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)

melanie.walton@maryroseacademy.info