1. Stretch and Challenge
7 strategies to develop Stretch and Challenge questioning from tomorrow morning

2. Strategy 1:Use stretch and challenge questioning
Planned questions
Questions that allow students to meet the learning objective rather than random questions
Sequential questions
Questions that are linked/ differentiated as building blocks of learning
Higher Order questions
Questions use the top 3 levels of Bloom’s Taxonomy: analysis, synthesis and evaluation
Open questions
Questions that are ‘open’ not ‘closed’
Targeted questions
Don’t rely on the same small group to answer questions. Choose unusual groups:
Those who like marmite
Those who watched Channel 4 last night
Flexible questions
Questions that can be answered in different ways e.g. in pairs, groups, as individuals, with thinking time

3. Strategy 2: Consider success criteria for good student & teacher questions
A good question
Makes you think
Sharpens up or refreshes thinking
Challenges perceptions
Generates responses
Energises lessons
Leads to new knowledge or understanding
Helps you find connections
Stimulates creative thinking
Promotes discussion and participation
Engages
Offers new ‘ways in’
Good learning starts with questions not answers. Use a question as the learning objective

4. Strategy 3: Differentiate by Question
Socratic questions are 6 types of question used to ‘draw out’ the student
Ask questions that surprise and challenge More Able Students
Give More Able students the answer and get them to find out the question, or get them to think of the questions
Lengthen ‘waiting time’ to 10 seconds or longer get ‘richer’ responses to questions
Expect A potential students to always answer in sentences, and A* potential students to always answer in paragraphs to encourage deepened responses
Use questions to surprise or stimulate creative thinking: what colour is Monday?
Socratic questions:
1. Clarify/ Sharpen up thinking
2. Probe
3. Challenge assumptions
4. Offer new ways in
5. Consider implications
6. Question the question/ generate questions

5. Strategy 4: Use questions to challenge
Students come up with their own questions to investigate an issue
What do we already know?
What don’t we know that we need to know?
What information matters?
What are we trying to achieve?
Use questions in sequence to:
Clarify
Probe
Challenge
Recommend
Use questions to challenge:
Would you rather X or Y... Why?
What is your best question about this?
Use counter factual questions:
What if...
Allow the following responses:
May I have more information?
May I have more time to think?
Where will I find this information?
May I ask a friend?

6. Strategy 5: Use questioning to generate creative responses
Thunks to make students’ think
What colour is Tuesday?
What is 1/3 of love?
Is there more past than future?
Do insects feel pain?
What tunes did Beethoven hear?
Is a library a library without books?
Which is heavier, hope or despair?
Is the internet alive?
Here is the answer: what is the question?

7. Strategy 6: Get students to question
Students ask the teacher questions on a new topic
Students use questions to construct their own enquiries
Give students question stems to refine their questioning:
What if...
Suppose we knew...
What would change if...
Have a Question Wall on which students stick questions at the end of a lesson
Use a plenary for students to write questions that the class then work on together, or which form the basis of the next lesson
Use a pair of question monitors to track questions: who asks them, open or closed etc.

8. Strategy 7: Use questioning to promote reflection
How did you come up with your answer?
What did you need to know before you started?
Is your answer reasonable?
What if you had started at a different point?
Can you explain your method?
What went well and why?
What could have gone better and why?
How will you use this in your future learning?
What do you now need to develop?

9. Thinking Time

10. Appendix 1: Higher order questioning
Analysing
How would you group/categorise/classify?
Can you work out the features/structure of...?
How can you show the differences/ similarities of...?
What patterns can you find...?
What evidence can you find to...?
Synthesising
Can you think of a better way to...?
What would you have done if...?
How would you tackle this next time…?
How would you change/adapt...?
Given the choice, what would you do...?
Evaluating
How successful was...?
How would you rate...?
What do you think of...?
What makes ... good/bad/average?

11. Appendix 2: Socratic Questioning
Clarification
Why are you saying that?
Can you give me an example?
Probing
What else could we assume?
What would happen if?
Testing evidence
How do you know this?
How might it be refuted?
Generating viewpoints
What alternative ways of looking at this are there?
What are the strengths and weaknesses of this?
Consequences
What are the implications of?
How does this fit with?
Questions about the question
What was the point of asking that question?
Why do you think I asked this question?
What else might I ask?

12. Appendix 3: Oxford interview answers
What does it mean for someone to ‘take’ another’s car?
GENERATE as many definitions as possible
EXPLORE at least 3 differing points of view
CONSIDER exceptions
What is ‘useful’ language?
EVALUATE the integral components of language
IDENTIFY criteria
ARGUE for the strengths of language in general/ 1 language
How would you design a gravity dam to hold back water?
ANALYSE the forces acting on the dam
CONSIDER a range of suitable materials/ possible problems
DESIGN appropriate mathematical expressions that could be used to predict the success/ failure of the dam
If I were to visit your home town, what would be of greatest interest to me and why?
CONNECT topic areas together
Make COMPARISONS
Make LINKS with other subject areas