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Copy of AFL for Outstanding Lessons
Transcript of Copy of AFL for Outstanding Lessons
intentions and criteria for success Questionning Engineering effective classroom
discussion, questions & learning
tasks that elicit evidence of learning Feedback Providing feedback that
moves learners forward Self-Assessment Activating students as owners
of their own learning Peer Assessment Activating students as instructional
resources for one another 1 Big Idea Using evidence to adapt lessons in real time to meet students' learning needs Finding out what students
are learning Techniques to elicit evidence
of learning - Activity 1 Asking better questions 1. Challenging questions that require pupils to
think, cause thinking and reveal what students
2. Raise the support that we give students by
asking questions in ways that are less threatening
and providing more help for them to think
“You don’t know what you know until you say it.”
James aged 9
“Thought is closely related to language: talking is the prime vehicle for human thinking and learning. Not all thinking depends on words: conversations can be internal, but are particularly effective carried out in pairs or groups where different ways of interpreting evidence can be explored to mutual benefit.”
Lev Vygotsky ‘Thought and Language’ 1962 Reasons for asking Questions
to clarify understanding
to engage with children
to elicit discussion
to elicit information
to get feedback on teaching and learning
to find out what they know
to focus attention Teacher:
Remember that big word we used last time to describe how plants make food…..it begins with a ‘p’?.............photo………? photosssss…..?
Well done, Chanel!!!
Ask more ‘productive’ or higher order questions that cause pupils to think. These are sometimes called ‘fat’ as opposed to ‘thin’ questions or ‘hot’ as opposed to ‘cold’ questions what do you think?
why do you think that?
how do you know?
do you have a reason?
can you be sure?
is there another way?
what do you think happens next?
Keep some 'hot questions' on your desk Prompting and Probing Questions:
Prompting questions give hints or suggestions about what strategies pupils might try to solve a problem or come up with an answer for themselves.
have you tried….?
Probes are precise questions designed to unpick a pupil’s train of thought and encourage them to explore it more deeply.
can you tell me more about….?
are you sure?
why do you think that?
Pose, Pause, Pounce, Bounce, Bounce Planned Subject Specific Questions Turn closed questions into open ones
(instead of ‘Is 7 a prime number?’ ‘Why is 7 a prime number?’)
Ask questions that explore opposites, differences, categories and exceptions (instead of ‘What is an insect?’ ‘A camel is not an insect. Why not?’)
Focus on how to work the answer out rather than on the answer (instead of ‘What is a friend?’ ‘How do you know that someone is your friend?’)
Take the answer round the class
this is about playing volleyball rather than ping-pong
works best with open questions but can also work with closed
when a student answers your question, leave it on the other side of the net and find what a few others think before you respond
Activating students as owners of their own learning and as resources for each other Assessment Try to come up with a few examples of hot, prompting or probing questions that might be used in a lesson you have taught recently Strategies for Peer and Self Assessment Look through the strategies to identify some that you have tried and some that you would like to try Self Review and Forward Planning