Better teaching: Questioning students
| Multiple-choice questions | ||
| Why use multiple-choice questions? | From Ian Sheffield | |
| How To Write Good Multiple-Choice Questions | Link | Just about all you need to know. Blogpost from learningscientists.org |
| The key to good questionning: essential versus non-essential questions | Post from edge.ascd.org | |
| Why Questions Are More Important Than Answers. Also includes lots of bad questions. |
"the most telling hallmark of a bad question is that it encourages learners to guess what the teacher’s thinking" From teachthought.com | |
| For Students, the Question is More Important Than the Answer | Blogpost from mindshift | |
| Questions are critical, and how to manage and navigate a good question requires practice. | Blogpost from mindshift | |
| Telling You the Answer Isn’t the Answer | "It’s not their fault, but students often visualize learning as a series of things they can put on flash cards." From Physics professor Rhett Allain at wired.com |
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5 Better Ways For Students To Say ‘I Don’t Know’ In The Classroom |
How about allowing them to say "Can I have some more information please?" From Jeff Dunne on edudemic.com | |
| Closed questions and higher order thinking | From Daisy Christodoulou. First of a series of related blogposts from Daisy | |
| Top ten questionning strategies | Blogpost from Huntingenglish. Excellent and very detailed summary | |
| Pose, Pause, Bounce, Pounce | YouTube video from Wiliam Dylan referenced in the link above. 3 mins | |
| Blog post on how to do it properly | From Geography teacher John Sayers | |
| Cartoon illustrating the point | From TeacherToolkit. Would make a nice poster for gentle reminding. | |
| The "No hands up" rule | ||
| The problem with "hands up" | It goes on for quite a while but there's food for thought. Dylan Wiliam via YouTube. |
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| Did you know that there are different categories of students for 'hands up'? | Fun look at this. YouTube 3 mins. | |
| Augmentation | ||
| Teach through augmentation | Help students realise that Science isn't 'just a bunch of facts'. From Standford News | |
| Give the students a stop watch and let them monitor your talking. You are allowed a maximum of 10 minutes in the entire lesson. | ||
| Should teachers talk less in the classroom? | One teacher begs to differ. Blog post | |
| Asking questions is always good but ‘Questioning’ as a pillar of pedagogy is more troubling and we fetishise it at our peril. | Interesting take on this from learningspy. See also the related links on the bottom | |