In a school, different people and roles work together. Think about: With your learning partner, discuss the following: Whilst everyone is different, they are all important. Everyone deserves to feel valued and respected! A simple way to do this is to know everyone’s name, say thank you and ask how they are.
Who Is In Your School? Read More »
Congratulations on reaching the end of the course. There has been a lot of information about questioning and we hope that you have been able to implement many of the strategies successfully. As a final task, please discuss with your learning partner which 3 things you think are the most important pieces of learning that
Concluding Thoughts Read More »
This course has covered a lot of information already about questions. What is equally important is to know what makes a good and bad question in the classroom. Look at the tips above. With your learning partner, discuss:
Top Tips For Asking Good Questions Read More »
This course has covered a lot of information already about questions. What is equally important is to know what makes a good and bad question in the classroom. Look at the tips above. With your learning partner, discuss:
Top Tips for Asking Questions Read More »
To make it easier for students to form their questions, it is worth displaying this poster with these question words! Can you now plan to use at least 1 of the strategies mentioned in the video in your lesson? How might you use it? You might want to plan this with your learning partner. After
Students Asking Questions Part 2 Read More »
So, how do we create higher-level questions? We can very easily use different vocabulary to make our questions much harder and higher-level. Here is a table of words that show the vocabulary that can be used for each level: With your learning partner, practise asking each other at least 6 questions using the words from
Using Bloom’s Taxonomy to Ask Questions: Words to Use Read More »
Let’s have a look at how Mr Akter uses Bloom’s Taxonomy to make his lesson harder as the time goes on. Mr Akter is teaching descriptive writing to his students. He is focusing on how students use adjectives in a sentence. He plans the following tasks: Remembering – label the adjective in the sentence Mr
Using Bloom’s Taxonomy to Make Tasks Harder: Scenario Read More »
Read the following classroom scenario and then answer the questions underneath. You may wish to discuss these with your learning partner. Part 1 Ms Kimani was teaching the geography of Kenya. She had already taught the class about the coastline in a previous lesson. At the beginning of the lesson, she asked, “Is Kenya on the
Classroom Scenario Read More »
Here is a summary on open and closed questions that can be downloaded! Look back to the table where you recorded the questions you asked in your classroom. Can you now label them as open or closed? So, do you ask more open or closed questions? What effect does this have on the students? For
Although these are good reasons to ask questions, they are not the only ones! As teachers, we ask questions to each other outside of the classroom. However, we also ask hundreds of questions every year to our students inside our classrooms! In our role as teachers, compared to other professions, questions have real
