Skills For Learning Effective Questioning Noble Primary Open Hour May 2012 Mrs L McPhee PT

Thinking Skills Skills are developed by pupils engaging in a series of activities which have increasing challenge Effective questioning of the pupils understanding will allow pupils to develop their thinking skills and apply them to real life situations and problems

Remembering Retrieving, recalling or recognising knowledge from memory What happened after…? How many…? Can you name…? Describe…? Which is true or false…?

Understanding Derive meaning from a variety of sources through: interpreting, summarising, comparing and explaining Retell Event Summarise: a story, an experiment Give explanations; why ice melts etc. Follow a set of instructions, recipe etc.

Applying Requires the pupil to use or apply their knowledge, understanding and skills in different contexts Use/follow: rules, grammatical rules etc. Write: a story, script, newspaper article, instruction manual etc according to set criteria Make: a menu, model etc according to set criteria

Analysing Breaking concepts into parts and determining how parts relate to one another for overall purpose Categorise: information, shapes, animals Interpret data Compare and contrast using graphs etc. Carry out research to identify information to support a view, idea or theory etc.

Evaluating Making judgements based on criteria and standards through checking Prepare for and conduct a debate Write a persuasive speech arguing for / against Justify decisions/choices Draw valid conclusions

Creating Requires pupils to put parts of learning together in a new way to form something different Invent: to solve a problem/for a purpose Design a new product and plan a marketing campaign Organise a school game, showcase event, assembly, sports event etc…

How can You Support These The Development of These Skills at Home? By asking questions! Remembering Understanding Applying Analysing Evaluating Creating

Goldilocks and The Three Bears Remembering Can you name the main characters in the story? When did the story take place? Who ate all the porridge, broke the chair and slept in the bed?

Goldilocks and The Three Bears Understanding Can you tell me what happened in the story in your own words? Can you explain how the three bears felt when they found Goldilocks? What do you think could have happened next?

Goldilocks and The Three Bears Applying Do you know of another time when someone stole something?

Goldilocks and The Three Bears Analysing If the bears had locked the door, what might have happened? What do you think was the motive behind Goldilocks behaviour?

Goldilocks and The Three Bears Evaluating Can you defend Goldilocks behaviour? What would you have done if you were one of the Three Bears and you found Goldilocks? Tell me why you would have acted in this way?

Goldilocks and The Three Bears Creating Can you think of a design for a security system for the Three Bears to stop this happening in the future? How would you tell others about your brilliant new idea?

Thank You Please feel free to look at the various examples used in Noble Primary.