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The Individual Learner.

In relation to questioning, how do variations in open and closed , higher and lower order questioning and 'wait time', impact on the quality of the individual learners answers?

“What is needed is a classroom culture of questioning and deep thinking in which pupils will learn from shared discussions with teachers and from one another.”

(William & Black 1998)

Blooms taxonomy - cognitive domain

Pupil Rational

TRIXIE, MILES AND NORMAN

All pupils, staff and school remain anonomous to protect their identity.

Comment

Question asked

Teacher practice.

References

Black, P. & William, D.(1998) Inside the Black Box: Raising standards through classroom assessment. London, School of Education, Kings college.

Bloom, B.S. (Ed) (1956) Taxonomy of Educational Objectives : Book 1 Cognitive Domain. New York, David McKay Company, Inc.

Elliott, P. communication in the classroom. In Brooks, V. Abbott, I & Huddleston. (Eds) (2012) Preparing to Teach in Secondary Schools. 3rd ed. Berkshire, Open University Press.

Riding, R. (2002) School Learning and Cognitive Style. London, David Fulton Published Ltd.

Winstanley, C. Personalised Learning in Capel, S. Leask,M & Turner, T. (Eds) (2009) Learning to Teach in the Secondary School : a companion to school experience. 5th ed. London, Routledge.

Allen, F. & Taylor, A. Active Learning in Capel, S. Leask,M & Turner, T. (Eds) (2009) Learning to Teach in the Secondary School : a companion to school experience. 5th ed. London, Routledge.

Mercer, Neil, Classroom language and communication in Moon, B. & Shelton Mayes, A. (Eds) (1994) Teaching and Learning in the Secondary School. London, Routledge.

Muji, D. Understanding how pupils learn: theories of learning and intelligence in In Brooks, V. Abbott, I & Huddleston. (Eds) (2012) Preparing to Teach in Secondary Schools. 3rd ed. Berkshire, Open University Press

Pupil Response

Data collection

"...Parents will affect learning behaviour and attainment - their commitment to their children and their learning resources."

(Bloom, 1956)

  • High attainment
  • Confident
  • Stable
  • Motivated

"Different questioning techniques place different demands upon the pupil to achieve different outcomes. "

Vygotsky - Zone of proximal development.

"..It is here that the role of teachers, adults and peers comes to the fore in children's learning, in that they can help bring the child's knowledge to a higher level by intervening in the ZPD."

Muijs, 2012, p46

“Personalising learning means shaping teaching and learning around the different ways pupils learn...every pupils learning is maximised in the context of the national curriculum.”

(Elliott, 2012)

Riding, 2002, p8

(Winstanly, 2009 p318)

MY FINDINGS

Active Learning

Wait Time.

Open and Higher Order question

"By requiring short, factual answers, teachers may inhibit pupils intellectual activity. "

"In order for understanding to occur the pupil has to be active in the learning process."

(Allen & Taylor, 2009, p267 )

'Quality' answers : 8

My research implies that Higher order and open questions resulted in good quality answers.

(Mercer, 1994, p179)

  • knowledge,
  • comprehension
  • application

Lower order thinking

Higher order thinking

  • analysis
  • synthesis
  • evaluation.

METHODOLOGY

Quantitative & Qualitative data was collected.

Time

Open / Closed question

Time question answered

Higher or Lower order question (Bloom)

Wait Time

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