1. Bell Task: Study the image. What questions does it bring to mind?
Write each question on a separate post-it note.
10 Mins (including arrival)

2. Questioning for Stretch and Challenge
KNOWLEDGE:
Identify the purpose of questioning.
Recognise the characteristics of effective questioning.
SKILLS:
Plan challenging questions for use in a lesson.
EXTENDED THINKING:
Evaluate your own questioning practice.

3. Starter: Why ask questions?
Take turns to state one purpose of questioning until no further answers can be given.
Interaction
Engagement
Assessment/progress
Challenge
Development of thinking skills
5 mins
To interest, engage and challenge pupils
To check on prior knowledge
To stimulate recall and use of existing knowledge and experience in order to create new understanding and meaning
To focus thinking on key concepts and issues
To extend pupils’ thinking from the concrete and factual to the analytical and evaluative
To lead pupils through a planned sequence which progressively establishes key understandings
To promote reasoning, problem solving, evaluation and the formulation of hypotheses
To promote pupils’ thinking about the way they have learned
Research into questioning shows that:
It is the most common form of student-teacher interaction.
One third of teaching time is spent asking questions.
Teachers ask an average of 400 questions per day.
Most questions are answered in less than a second.

4. Task One: What does effective questioning look like?
Read through the characteristics of effective questioning.
Which were evident in our dialogue?
10 mins Model questioning here.
Now look again at the questions on your post-it notes and rank them by level of challenge.

5. Task Two: Role Play 1. Who did the Nazis persecute?
Gabrielle
Sean
Kate
Emma
Rachel
Mark
Lesley
Paul
Fun
James
Jenny
Laura
Deborah
Elke
Helen H
David
Meghan
Jane
Kirsty
Catherine
Stephen
Lee
Lauren
Katy
Helen M
Colin
Marie-Louise
Person 1: Questions
Person 2: Answers
Person 3: Listens and offers feedback
Task Two: Role Play
1. Who did the Nazis persecute?
2. Describe one of the themes in Frankenstein.
3. What happens to the respiratory system when you inhale?
4. What is the difference between an embryo and a foetus?
5. What was the Poor Law?
6. Why does the Catholic Church oppose euthanasia?
7. Describe how food can be preserved.
8. Identify three sources of plastic.
9. List 8 terms associated with circles.
10 mins
What strategies did the questioner use?
How did you feel as the target of the question?
What did you learn about your own questioning practice?

6. Task Three: Planning for questioning
Generate a set of questions for use in a lesson of your choice.
Direct each questions to a student of certain ability e.g. A* to G. The question should challenge each student.
Try to generate at least one challenge question – one that promotes cognitive conflict.
10 mins
Example: Why does Uganda have a temperate climate?
Why does Hawaii exist?

7. Evaluation:
Please complete the evaluation sheet. Your feedback is much appreciated.
Extension: Try the gap task on your hand out. Complete it as a self or peer evaluation exercise in your department.