Deeper Questioning: How do we use questioning effectively so that it deepens our students learning and the quality of our teaching?

Learning within the SOLO (Structure of Observed Learning Outcomes) taxonomy Deep Extended Abstract- I’m able to look at ideas and use them in a new and different way Relational- I am able to synthsise my ideas together to see them as part of a wider context Multistructural- I have several ideas and can make multiple responses Unistructural- I have one idea or am able to make one response Pre-structural- I haven’t yet formed an idea or a response Shallow

Comparison to Blooms- Impact upon questioning… Deep LEARNING TEACHING Extended Abstract- I’m able to look at ideas and use them in a new and different way Relational- I am able to synthsise my ideas together to see them as part of a wider context Multistructural- I have several ideas and can make multiple responses Unistructural- I have one idea or am able to make one response Pre-structural- I haven’t yet formed an idea or a response Creating Analysing/Evaluating Applying Understanding Remembering Shallow

List Question Predict Hypothesise Sequence Distinguish Match Define What do these question stems challenge students to do? What depth of learning would they be likely to be producing? Define Perform Compare and Contrast Complete Find Combine Theorise Justify List Question Predict Hypothesise Sequence Distinguish Match

In Practice what does this look like for us In Practice what does this look like for us? In our classroom, in our teaching, for our students? Why Shakespeare? How do Shakespeare’s plays compare to those of a modern playwright? What did he do and why? Who is Shakespeare? What are my expectations of Shakespeare? Example Curriculum model