{"id":2571,"date":"2023-12-07T13:59:56","date_gmt":"2023-12-07T13:59:56","guid":{"rendered":"https:\/\/testbasede.wpengine.com\/?p=2571"},"modified":"2024-06-18T07:52:34","modified_gmt":"2024-06-18T07:52:34","slug":"nurturing-the-but-why-culture-in-your-classroom","status":"publish","type":"post","link":"https:\/\/www.testbase.co.uk\/nurturing-the-but-why-culture-in-your-classroom\/","title":{"rendered":"Nurturing the \u201cBut why..?\u201d culture in your classroom"},"content":{"rendered":"
[vc_row el_id=”article”][vc_column][vc_column_text]\n

How to use questioning effectively and let your pupils be heard<\/h2>\n

How many questions do you think you ask a day?\u00a0 Who should be asking the questions in your classroom to progress pupil learning?\u00a0 It might not be who you think\u2026<\/p>\n

Research has shown that teachers are asking as many as two questions every minute, every day<\/strong>.\u00a0 In a surprising, stark comparison, children are reportedly asking just five questions per hour!\u00a0 That roughly equates to 600 teacher questions per day compared to just 25 by children<\/strong>!(1)<\/p>\n

Furthermore, with pressures to deliver progress in every lesson, teachers are limiting the \u2018wait time\u2019 pupils are given to respond to their rapid-fire questioning.\u00a0 It is estimated that teachers often wait less than a second<\/strong> before throwing the question to another pupil or answering it themselves(2).\u00a0 Academics recommend that pupils are given around three seconds thinking time for a lower-order, factual recall question and up to ten seconds for a more substantial, higher-order question(3).\u00a0 In classroom practice, this may seem a painful period of silent time waiting for the brain wheel-cogs to turn but, in fact, allows the children space for deeper thought and idea connection, whilst also allowing them practice of thoughtfully constructing responses.<\/p>\n

Questioning is a valuable tool in assessment for learning but how can we balance our professional practice to meet the curriculum objectives and nurture children\u2019s inherent inquisitive nature and let their voices be heard?[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/2″][vc_column_text]\n

Effective questioning<\/h2>\n

The answer doesn\u2019t need to mean vast changes to your practice.\u00a0 A few effective changes to how and when you pose questions can make all the difference.\u00a0 It has been shown that teachers are relying on the use of closed questions in order to deliver a pacey lesson(4) and to achieve the lesson\u2019s learning objective.\u00a0 These are great for a quick assessment of knowledge or fact recall but tend to deliver only short responses and lower-order thinking with little engagement with the learning.\u00a0 Research has shown that these types of questions are not only unchallenging but also limit opportunities for creative and enriched thinking(5).\u00a0 Open questions, on the other hand, encourage divergent responses, promote dialogue and can nurture meaning-making application of new concepts to new situations(6).\u00a0 Embedding this as a standard practice in your classroom allows your pupils the opportunity to express their thoughts, make curriculum connections and promotes a more profound level of learning.\u00a0 Rosenshine writes that \u2018more effective teachers\u2019 employed the questioning strategies shown in the infographic above (based on Rosenshine\u2019s Principles of Instruction, 2012) to encourage children to have more time thinking and speaking and the teacher to spend more time listening and assessing levels of progression.[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/2″][vc_single_image image=”2574″ img_size=”full” alignment=”center”][\/vc_column_inner][\/vc_row_inner][vc_column_text]\n

Moving from low to higher-order thinking<\/h2>\n\"\"\n

The Question Matrix relates to Bloom\u2019s Taxonomy and is a useful visual for promoting and reflecting on your questioning practice to ensure you ask a range of low and high order questions – both have their place in securing different types of learning. The top left question stems are the basic retrieval, fact-finding questions, typical of lower-order thinking. These have their place in the classroom (maths fluency, checking knowledge recall, reading retrieval) and shouldn\u2019t be eliminated completely but need to be supplemented and balanced with more thought-probing questions. As you move through the grid, you increase the level of questioning – allowing pupils to hypothesis, make connections and explore their learning. A simple reframing or a question can make all the difference to extending learning opportunities and deepening understanding.<\/p>\n

\"\"[\/vc_column_text][\/vc_column][\/vc_row][vc_row el_id=”references”][vc_column][vc_column_text]\n

References<\/h2>\n
    \n
  1. Carr, D., 2002. The art of asking questions in the teaching of science. In: S. Amos and R. Boohan, eds. Aspects of teaching secondary science<\/em>. London: Routledge Falmer, 15\u201320.<\/li>\n
  2. Hastings, S., 2003. Questioning. Times Educational Supplement<\/em>. Available from: https:\/\/www.tes.com\/news\/questioning<\/a> [ 4 Jul Accessed 1 Sep 2018].<\/li>\n
  3. Rowe, M.B., 1974.Wait-time and rewards as instructional variables: their influence on language, logic, and fate control. Presented at the National Association for Research in Science Teaching, April 1972 Chicago, Illinois.<\/li>\n
  4. Albergaria-Almeida, P., 2010. Classroom questioning: teachers\u2019 perceptions and practices. Procedia- social and behavioural sciences<\/em>, 2<\/a> (2<\/a>), 305\u2013309<\/a>.<\/li>\n
  5. Harlen, W., 1999. Effective teaching of science. a review of research<\/em>. Edinburgh: Scottish Council for Research in Education.<\/li>\n
  6. Smith, P.M. and Hackling, M.W., 2016. Supporting teachers to develop substantive discourse in primary science classrooms. Australian journal of teacher education<\/em>, 41<\/a> (4<\/a>), 151\u2013173<\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"

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