1. 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

2. Mel Walton – Mary Rose Academy
Effective questioning strategies to develop higher order thinking skills
Mel Walton – Mary Rose Academy

3. 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

4. Into groups of 3

5. White boards ready!
How many little pigs are there?
What happened to the first two little pigs houses?
Who blew them down?

6. 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?

7. 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?

8. 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?

9. Higher order
There are (often) no right or wrong answers
The questions should prompt discussion
Thinking time is needed to provide a quality answer

10. Blooms Taxonomy

11. 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

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

13. 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, ……

14. When do we differentiate
What makes this easier?

15. 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

16. 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.

17. 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

18. 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….?

19. 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)

20. Sophie

21. Summer

22. 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

23. Teach Like a Champion...
Context
Simple techniques
Shared language

24. The hook (Introduction that makes them want to know more!)
Question:
Why is Bear eating a beetle?

25. Missed opportunity – try again!

26. 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

27. 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

28. 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

30. 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

31. 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)