1. Key Stage 3 National Strategy Foundation Subjects MFL: optional module 4

2. © Crown copyright 2003 Key Stage 3 National StrategySlide 4.1 Objectives for module 4 To develop teachers’ self-awareness and analysis of their own questioning techniques To identify key features of good questioning To consider the role of questioning in teaching the Framework To help teachers to plan for and make better use of questions in lessons To encourage active follow-up by participants

3. © Crown copyright 2003 Key Stage 3 National StrategySlide 4.2 Questioning Questioning is a critical skill for teachers because it is: the most common form of interaction between teacher and pupil a key method of providing challenge an important factor in helping pupils to make progress an immediate and accessible way for a teacher to assess learning

4. © Crown copyright 2003 Key Stage 3 National StrategySlide 4.3 Questioning in MFL Questioning in MFL can have many manifestations, for example: in reading and writing in listening and speaking in the target language in English (if judged as necessary by the teacher) teacher–pupil pupil–pupil pupil–teacher

5. © Crown copyright 2003 Key Stage 3 National StrategySlide 4.4 Purposes of questioning in the target language To engage and challenge pupils To expose pupils to language, the speed, range and complexity of which will be determined by the teacher To stimulate recall To check for understanding

6. © Crown copyright 2003 Key Stage 3 National StrategySlide 4.5 Purposes of questioning in the target language To provide pupils with opportunities to use language, for example to: take part in everyday communication give factual information demonstrate their existing knowledge and understanding give opinions predict what might happen recall past events carry out classroom routines explain how language works explain a learning strategy evaluate the quality of their own work and the work of others apply their existing knowledge in order to create new understanding and meaning

7. © Crown copyright 2003 Key Stage 3 National Strategy Factors influencing the level of challenge in questions The language used by the teacher, taking into account: – range of vocabulary – familiarity of vocabulary – complexity of syntax – length of question The way in which the question is delivered, taking into account: – clues provided (e.g. gesture, visual clues) – speed of delivery Slide 4.6 1 of 2

8. © Crown copyright 2003 Key Stage 3 National Strategy Factors influencing the level of challenge in questions The cognitive challenge of the question, taking into account the demand in terms of thinking required by the question, for example: – factual recall (in response to a closed question) – explanation (in response to an open question) – a reason – a comparison – understanding familiar language in a new context – productive use of familiar language in a new context Slide 4.6 2 of 2

9. © Crown copyright 2003 Key Stage 3 National Strategy Examples of ineffective questioning Asking bogus ‘communicative’ questions Focusing on a small number of pupils and not involving the whole class Asking the same question to a number of pupils Asking a limited range of ‘personal’ questions Asking bogus ‘guess what I want’ questions Not being clear to pupils about what you want in terms of response Slide 4.7

10. © Crown copyright 2003 Key Stage 3 National Strategy Planning for questioning Will your action points relate to: developing questioning to cover a wider range of purposes? increasing the challenge of questioning? eliminating ineffective questioning? helping pupils to improve their responses? establishing and maintaining favourable classroom conditions for question–answer work? Slide 4.8