A Triad investigation into questioning. Huh ? What ? Why ? A Triad investigation into questioning. by Belinda Barton, Ian Fraser, Emma Harkin, Jane Harrison and Caroline Jansen 2015

Who are we ? Belinda Barton – Year 5 general classroom Ian Fraser – Year 7 to 12 Japanese Emma Harkin – Year 5 to Year 8 Science Jane Harrison – Year 9 Science and Year 11 IB Psychology Caroline Jansen – Year 7 to 12 French

Rationale … "Good learning starts with questions, not answers". Guy Claxton, Professor in Education and Director of CLIO Development University of Bristol As a group we discussed facets of our professional practice to determine a focus. We had three criteria; A shared interest. A manageable focus. Something which would lead to practically applicable skills.

Where we started … Initial observations Each of us observed each other teaching two classes. We used the observation sheet and took notes specifically relating to the sorts of questions that were asked, the time between the question and the answer, and the amount of time that was dedicated toward questioning. Individual Feedback We met shortly after each observed lesson and shared feedback with the person who had been observed. Keeping it positive, we looked for something we had observed which we felt could be used within our own classrooms. Group Feedback As a group we met to share our observations, make connections and to plan how to move forward.

What we read… There is a lot of information about questioning in classrooms. We researched using the internet. Whilst there was no one website used or preferred over others, we did find some useful resources. This table from www.londongt.org/teachertools was useful and challenged us to think of different sorts of questions. Quantity Questions How long did he wait on the ledge? What is the greatest length of time an individual can last on a mountain in these circumstances?   Change Questions Assume Joe falls in this scene. What would the reaction of the film crew be? Prediction Questions Consider the passage and highlight the clues that show you how the story might end and justify your choice of phrases and key points. Points of view Questions Why is Joe not enjoying his return to Peru? Personal Involvement Questions How would you cope with re-enacting a moment in your life for a film crew?   Comparative Association Questions Compare Joe’s expedition with one over a hundred years ago. Valuing Questions Re-enacting scenes from the past can bring on delayed stress disorder if they haven’t been dealt with appropriately at the time. What impact would it have had on Joe going back to a mountain where he had nearly lost his life?

What else we learned … The concept of "wait-time" as an instructional variable was invented by Mary Budd Rowe (1972). The "wait-time" periods she found-- periods of silence that followed teacher questions and students' completed responses--rarely lasted more than 1.5 seconds in typical classrooms. She discovered, however, that when these periods of silence lasted at least 3 seconds, many positive things happened to students' and teachers' behaviours and attitudes. To attain these benefits, teachers were urged to "wait" in silence for 3 or more seconds after their questions, and after students completed their responses (Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987). Significant observations when teachers waited for 3 or more seconds for an answer included; The length and correctness of their answers increased. The number of “I don’t know” responses decreased. Student scores on academic assessments increased. Source: Stahl, Robert J. (1994) Using "Think-Time" and "Wait-Time" Skilfully in the Classroom. Eric Digest, USA This was a significant motivation to keep learning …

Where we went … Further observations After the initial phase, we all aimed to observe each other again. This time we were specifically looking for something the person did well AND which we felt could have some practical application within our own classes. Individual Feedback Again we gave feedback quickly after the lesson, even if it took the form of sharing a positive and something interesting we had observed. Group Feedback We met as a group to share our learning and to draw conclusions.

Where we ended up … Through research, we learned that we should be investing a great deal more thought into how we question students and into how we establish a classroom dynamic which allows for wait time and interaction from student to student, as well as between teacher to student. We also learned that there are techniques used in the senior school which could be applied in primary classrooms, and vice versa. Indeed, we learned that we can learn a lot from each other. In summary, as teachers we need to focus on questioning, rather than taking for granted that we are doing it right. By watching each other we learned that we often question our students differently and that by simple, quick and focused observations we each learned something practical which could be applied to our own rooms.

Thank you for your attention ! 2015 So that’s why … Thank you for your attention ! 2015