1. Questioning Techniques How can we try to engage more in Q&A?
Probing Questions – to draw out specific detail
Chunking Questions – more or less detail
Open or Closed Questions – Yes/No or a long answer
Clear Questions – simple and unambiguous
Funnel Questions – seeking more detail
Tag Questions– turning a statement into a Q.
Questioning Techniques How can we try to engage more in Q&A?
Leading Questions – to help you go down a particular route
Linking Questions – to move the discussion around a group
To be good at questioning you have to be good at listening

2. Chunking Questions – more or less detail
Probing–
What do you mean by that?
Can you explain what you mean when you say ***?
Chunking Questions – more or less detail
Chunking –
And…?
Why?
How so?
When?
Probing Questions – to draw out specific detail
Clear and closed
What is the date that this started?
What is *x*?
Clear Questions – simple and unambiguous
Open or Closed Questions – Yes/No or a long answer
Open –
What dos the audience think about this character at the moment?
Funnel–
What do you mean by that?
Can you expand?
How can you make that clearer?
Funnel Questions – seeking more detail
Tag–
Why do you think that that’s the reason x means y?
Why can’t we all be equal?
Tag Questions– turning a statement into a Q.
Leading–
So, if we’ve just read this about this, what do you think this could mean?
When we think of this certain event, what do we think of?
Leading Questions – to help you go down a particular route
Linking –
X do you agree with Y?
X could you expand on what Y has said?
Y any more comments you could add?
Linking Questions – to move the discussion around a group

3. Creating a ‘Tigger-like Bounce’ - Can you get questions to bounce around your classroom from teacher to student and onto further students?

4. 2. PAUSE
This is the difficult part. To stop talking…
Ask the class to hold the thought... think... and think again...
(Think, Pair, Share if needed)
Keep the reflection for as long as possible….before you,
Pounce! – name first to alert the student or table group.
1. POSE
Give the context of your PPPB approach to the class. Insist on hands down before the question is delivered.
Provide a question or a series of questions, ensuring that you ask the students to remain reflective.
Pose the question to the class; not an individual.
Then Pause…

5. 3. POUNCE
Insist that the answer to the question comes from student A and possibly student B, directly and as fast as possible!
Name student A to respond and don't move from the student…
Wait for an answer... pause... If student A does manage to answer then move to bounce….
4. BOUNCE
Ask another student B their opinion of student A's answer
This can be developed by asking student B and C their opinions to student A's response.
An additional strategy is to Bounce the question onto a group A...and subsequently, a sub-group B if group A do not deliver a suitable way forward.
Teasing out students’ thinking skills and understanding, is far more important, than moving onto the next stage of any lesson.