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Pose, Pause, Pounce, Bounce

Questioning technique developed by @TeacherToolkit

Matthew Pearson

on 16 January 2013

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Transcript of Pose, Pause, Pounce, Bounce

POSE This is your BIG question for the lesson...

Might call it a THUNK or a HINGE QUESTION

Must be open-ended and given to the whole class

Insist on 'no hands up'

Then pause... BOUNCE Ask another student B their opinion of student A's answer (immediately) after the Pounce response.

This can be developed by asking student B and C their opinions to student A's response, irrespective if the answer is correct or not.

And keep bouncing! Keep asking more students for their response. This keeps everyone engaged.

Could be done in groups as well. Questioning technique to reach Outstanding Pose, Pause, Pounce, Bounce! PAUSE This is the hard part, wait!

Give the students thinking time.

Ask the class to hold the thought, to think and think some more!

Then, pounce... POUNCE Insist that the answer to the question comes from student A and possibly student B, directly and as fast as possible!

Of course plan in your mind who you are going to ask, before speaking to the class.

Name student A to respond and don't move from the student…

Possibly don't speak and nip any comments, grunts or noises in the bud! Its magic when you can hear, see and feel a captivated learning audience. We've all seen it.

Wait for an answer... pause... decipher the support needed, especially if no response is evidently on its way. (Of course, at this stage, you can instigate various strategies for peers to support the questionable student A).
If student A does manage to answer, the fun part starts here...
Teaching & Learning Briefing - 16th Jan 2013 Pooh Bear Kanga Questioning
styles Think about the characters and personalities in Winnie the Pooh...

…now link these characters to how you would ask a question in the classroom.

Which character are you?
Despite being naïve and slow-witted, he is a friendly, thoughtful and sometimes insightful character who is always willing to help his friends and try his best. His good intentions sometimes make things worse and other times solve a problem. Owl
Owl believes that he is the most intelligent animal in the wood and most of his friends agree, but he is really quite scatterbrained. He often rambles on into long-winded speeches and frequently uses words that his friends don't understand. Rabbit Rabbit is friendly but arrogant and irritable friend who thinks himself the smartest animal in the Wood. He insists on doing things his way and is obsessed with rules, planning and order. Kanga is a kind-hearted, docile and motherly character. She takes great care of Roo, and is constantly concerned with his well-being, whether that means caring for him or trying to keep him out of trouble. Eeyore
Ever-glum, slow-talking, sarcastic and pessimistic donkey friend who has trouble keeping his tail attached to his bottom. Piglet
He is a kind, gentle and small animal who is ordinarily quite timid, but with Pooh by his side, he often overcomes his fears. Or are you a Tigger... He loves to bounce, especially bouncing on others. He is full of energy, likes to have fun and is so overconfident that he thinks that any task is "what tiggers do best".
This technique is used to develop an awareness of the new Ofsted criteria.

This strategy encourages teachers to take risks and tease out the "learning" in class.

It also a useful focus for differentiating objectives and learning experiences by varying our questioning techniques.

NO more closed questions in our classrooms! So why is PPPB useful? EXAMPLE Will reverting to an O-level based system improve the life chances of our students? Reflection Which class will you try this with?

What will be your BIG QUESTION?

Discuss with a colleague RECAP FROM LAST WEEK How has behaviour management been since last week?

Are you being consistent?

Are you critising the behaviour not the child?

Are you giving second chances?

Are you not taking it personally?
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