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Effective Questioning Strategies for Higher Order Thinking

Learn how to ask higher-order questions, differentiate, and deepen student learning effectively. Explore Blooms Taxonomy outcomes and techniques to adapt teaching for all pupils' needs. Develop reflective evaluation and marking strategies. Discover ways to engage students through questioning and differentiated tasks.

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Effective Questioning Strategies for Higher Order Thinking

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  1. Do now Name all of the animals and birds you can that begin with the letter P

  2. 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

  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? • http://www.youtube.com/watch?v=f71dPrHZDgo

  25. Missed opportunity – try again!

  26. 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) Question: Why is Bear eating a beetle? 40-60 words Protein Growth and repair of muscles Physical exertion Survival in the jungle Damage to muscle fibres Muscle hypertrophy Eggs, fish, meat…..

  29. 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

  30. 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)

  31. melanie.walton@maryroseacademy.info

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