Resource 2: Flow diagram for handling students’ questions
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- School–home communication
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- A language-rich classroom
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- Language, literacy and citizenship
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- Pair work for language and literacy
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- Integrating language, literacy and subject learning
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- Monitoring, assessment and feedback
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- Monitoring, assessment and feedback
- Monitoring, assessment and feedback
- Acknowledgements
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- Classroom routines
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- Songs, rhymes and word play
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- Songs, rhymes and word play
- Songs, rhymes and word play
- Letters and sounds of English
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- Letters and sounds of English
- Letters and sounds of English
- Mark-making and early writing
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- Mark-making and early writing
- Mark-making and early writing
- Storytelling
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- Storytelling
- Storytelling
- Shared reading
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- Shared reading
- Shared reading
- Planning around a text
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- Promoting the reading environment
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- English and subject content integration
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- Using the textbook creatively
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- Learning English in the creative arts
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- Developing and monitoring reading
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- Developing and monitoring writing
- Developing and monitoring writing
- Community resources for English
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- Community resources for English
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- Acknowledgements
- Elementary English acknowledgements
- ExpandSecondary English OER
- Local resources for teaching English
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- Local resources for teaching English
- Local resources for teaching English
- Using more English in your classroom
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- Using more English in your classroom
- Using more English in your classroom
- Building your students' confidence to speak English
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- Building your students' confidence to speak English
- Building your students' confidence to speak English
- Supporting reading for understanding
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- Supporting reading for understanding
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- Whole-class reading routines
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- Whole-class reading routines
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- Supporting independent writing in English
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- Supporting independent writing in English
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- Whole-class writing routines
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- Whole-class writing routines
- Whole-class writing routines
- Strategies for teaching listening
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- Strategies for teaching listening
- Strategies for teaching listening
- Supporting speaking in English: pair and groupwork
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- Supporting speaking in English: pair and groupwork
- Supporting speaking in English: pair and groupwork
- English grammar in action
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- English grammar in action
- English grammar in action
- Strategies for teaching vocabulary
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- Strategies for teaching vocabulary
- Strategies for teaching vocabulary
- Promoting reading for pleasure
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- Promoting reading for pleasure
- Promoting reading for pleasure
- Supporting language learning through formative assessment
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- Supporting language learning through formative assessment
- Supporting language learning through formative assessment
- Developing your English
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- Developing your English
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- Using resources beyond the textbook
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- Acknowledgements
- Secondary English acknowledgements
- ExpandElementary Maths OER
- Using number games: developing number sense
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- Using number games: developing number sense
- Using number games: developing number sense
- Using structured resources to develop understanding: place value
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- Using structured resources to develop understanding: place value
- Using structured resources to develop understanding: place value
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
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- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Mathematical stories: word problems
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- Asking questions that challenge thinking: fractions
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- Asking questions that challenge thinking: fractions
- Asking questions that challenge thinking: fractions
- Making students believe they CAN do mathematics: operations on fractions
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- Making students believe they CAN do mathematics: operations on fractions
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- Using manipulatives: decomposition and regrouping
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- Using manipulatives: decomposition and regrouping
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- Using real-life contexts: the formal division algorithm
- Using real-life contexts: the formal division algorithm
- Comparing and contrasting tasks: volume and capacity
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- Comparing and contrasting tasks: volume and capacity
- Comparing and contrasting tasks: volume and capacity
- Using rich tasks: area and perimeter
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- Using rich tasks: area and perimeter
- Using rich tasks: area and perimeter
- Physical representation in mathematics: handling data
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- Physical representation in mathematics: handling data
- Physical representation in mathematics: handling data
- Learning through talking: variables and constants
- TI-AIE: Learning through talking: variables and constants
- Learning through talking: variables and constants
- Learning through talking: variables and constants
- Conjecturing and generalising in mathematics: introducing algebra
- TI-AIE: Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Using embodiment, manipulative and real-life examples: teaching about angles
- TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Creative thinking in mathematics: proportional reasoning
- TI-AIE: Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Acknowledgements
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- Using visualisation: algebraic identities
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- Using visualisation: algebraic identities
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- Developing mathematical reasoning: mathematical proof
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- Developing mathematical reasoning: mathematical proof
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- Visualising, comparing and contrasting: number systems
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- Visualising, comparing and contrasting: number systems
- Visualising, comparing and contrasting: number systems
- Connecting mathematics: finding factors and multiples
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- Connecting mathematics: finding factors and multiples
- Connecting mathematics: finding factors and multiples
- Building mathematical resilience: similarity and congruency in triangles
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- Building mathematical resilience: similarity and congruency in triangles
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- Cooperative learning and mathematical talk: triangles
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- Cooperative learning and mathematical talk: triangles
- Cooperative learning and mathematical talk: triangles
- Creating contexts for abstract mathematics: equations
- TI-AIE: Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Enacting vocabulary and asking questions: exploring the circle
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- Enacting vocabulary and asking questions: exploring the circle
- Enacting vocabulary and asking questions: exploring the circle
- Hands-on learning and embodiment: constructions in geometry
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- Hands-on learning and embodiment: constructions in geometry
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- Tackling mathematical anxiety: combination shapes and solids
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- Tackling mathematical anxiety: combination shapes and solids
- Tackling mathematical anxiety: combination shapes and solids
- Learning from misconceptions: algebraic expressions
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- Learning from misconceptions: algebraic expressions
- Learning from misconceptions: algebraic expressions
- Developing creative thinking in mathematics: trigonometry
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- Developing creative thinking in mathematics: trigonometry
- Developing creative thinking in mathematics: trigonometry
- Reading, writing and modelling mathematics: word problems
- TI-AIE: Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Thinking mathematically: estimation
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- Thinking mathematically: estimation
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- Developing stories: understanding graphs
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- Developing stories: understanding graphs
- Developing stories: understanding graphs
- Acknowledgements
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- ExpandElementary Science OER
- Brainstorming: sound
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- Brainstorming: sound
- Brainstorming: sound
- Pair work: life processes
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- Pair work: life processes
- Pair work: life processes
- Using groupwork: floating and sinking
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- Using groupwork: floating and sinking
- Using groupwork: floating and sinking
- Using demonstration: food
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- Using demonstration: food
- Using demonstration: food
- Concept mapping: water
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- Concept mapping: water
- Concept mapping: water
- Teacher’s questioning: forces
- TI-AIE: Teacher’s questioning: forces
- Teacher’s questioning: forces
- Teacher’s questioning: forces
- Pupils’ questioning: sorting and classifying things
- TI-AIE: Pupils’ questioning: sorting and classifying things
- What this unit is about
- What you can learn in this unit
- Why this approach is important
- 1 Why students ask questions
- 2 What kinds of questions do students ask?
- 3 Categorising students’ questions
- 4 Encouraging the students to ask questions
- 5 Capturing the students’ interest
- 6 Summary
- Resources
- Additional resources
- References
- Acknowledgements
- Pupils’ questioning: sorting and classifying things
- Pupils’ questioning: sorting and classifying things
- Observing patterns: shadows and night & day
- TI-AIE: Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Practical investigation: change
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- Practical investigation: change
- Practical investigation: change
- Using stories: environment
- TI-AIE: Using stories: environment
- Using stories: environment
- Using stories: environment
- Using games: electricity
- TI-AIE: Using games: electricity
- Using games: electricity
- Using games: electricity
- Alternative conceptions: heat and temperature
- TI-AIE: Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Developing the learning environment
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- Developing the learning environment
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- Discussion in science: malnutrition
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- Discussion in science: malnutrition
- Discussion in science: malnutrition
- Using the community: environmental issues
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- Using the community: environmental issues
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- Acknowledgements
- Elementary Science acknowledgements
- ExpandSecondary Science OER
- Pair work: atoms and molecules, and chemical reactions
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- Pair work: atoms and molecules, and chemical reactions
- Pair work: atoms and molecules, and chemical reactions
- Reading in the science classroom : heredity and evolution
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- Reading in the science classroom: heredity and evolution
- Reading in the science classroom: heredity and evolution
- Mind mapping and concept mapping: acids, bases and salts
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- Mind mapping and concept mapping: acids, bases and salts
- Mind mapping and concept mapping: acids, bases and salts
- Using local resources: life processes
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- Using local resources: life processes
- Using local resources: life processes
- Community approaches: science education and environmental issues
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- Community approaches: science education and environmental issues
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- Using games: the Periodic Table
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- Using games: the Periodic Table
- Using games: the Periodic Table
- Questioning: why do we fall ill?
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- Questioning: why do we fall ill?
- Questioning: why do we fall ill?
- Language in the science classroom: cells
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- Probing understanding: work and energy
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- Probing understanding: work and energy
- Probing understanding: work and energy
- Using physical models: teaching electricity to Class X
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- Using physical models: teaching electricity to Class X
- Using physical models: teaching electricity to Class X
- Brainstorming: forces and laws of motion
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- Brainstorming: forces and laws of motion
- Brainstorming: forces and laws of motion
- Building mental models: teaching carbon and its compounds to Class X
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- Building mental models: teaching carbon and its compounds to Class X
- Building mental models: teaching carbon and its compounds to Class X
- Practical work and investigations: teaching gravitation to Class IX
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- Practical work and investigations: teaching gravitation to Class IX
- Practical work and investigations: teaching gravitation to Class IX
- Effective demonstrations: teaching light and vision to Class X
- TI-AIE: Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective project work: sources of energy
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- Effective project work: sources of energy
- Effective project work: sources of energy
- Acknowledgements
- Secondary Science acknowledgements
- ExpandSchool Leadership OER
- Orientation
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- Orientation: the elementary school leader as enabler
- Orientation: the elementary school leader as enabler
- TI-AIE: Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Perspective on leadership
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- Perspective on leadership: leading the school’s self-review
- Perspective on leadership: leading the school’s self-review
- TI-AIE: Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- TI-AIE: Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- TI-AIE: Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
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- Perspective on leadership: implementing change in your school
- Perspective on leadership: implementing change in your school
- TI-AIE: Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Managing and developing self
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- Managing and developing self: managing and developing yourself
- Managing and developing self: managing and developing yourself
- Transforming teaching-learning process
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- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
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- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- TI-AIE: Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- TI-AIE: Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- TI-AIE: Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- TI-AIE: Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- TI-AIE: Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- TI-AIE: Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- TI-AIE: Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Leading partnerships
- TI-AIE: Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Acknowledgements
- School Leadership acknowledgements
- ExpandVideo Resources
- ExpandUsing the TESS-India Toolkit
- ExpandTESS-India Teacher Educator Guidance Notes
- ExpandExamples of Use
- Engaging students
- Focusing on examination results
- Improving attendance
- Dealing with large multi-grade classes
- Motivating teachers
- Speaking English with confidence
- Supporting school leaders in motivating teacher change in their schools
- Teacher development meetings
- Teaching student teachers
- Teaching multilingual classes
- Using English in everyday life
- Working with elementary Maths teachers
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