You may ask students questions to develop a narrative of the lesson or to reinforce instructions and learning intentions as a key management tool. Other questions are intended to assess knowledge, understanding and skills. These assessment questions may range in their cognitive challenge and may be either closed or open (Figure 2).
Aim to make your questioning inclusive. Planning questions before teaching a lesson and tailoring these questions to students within your classes can build student motivation. Remember there are different types of question that elicit different types of response. Try to stretch and challenge all of your students. Try not to put a ceiling on what they might be able to achieve with a little support (or scaffolding).
Allow about 45 minutes
Print Figure 2 and annotate the diagram to show your ideas on:
For a lesson you are planning, or using the Year 12 lesson plan, devise a series of questions that you could pose, which vary in terms of cognitive challenge and closed/open nature. Try to list a minimum of twelve questions and then categorise these questions using Bloom’s revised taxonomy (Figure 3).
Practical strategies for effective questioning for AfL include:
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