tb module 3 unit 1 why question tb mtc v3 final · pdf file• link back to module one unit...

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Questioning skillsModule 3 Unit 1: Why question?

Trainer book

OverviewThe aim of this unit is to introduce questioning skills and the topics in this module. Participants will start by looking at the reasons why teachers ask questions. These reasons affect the types of questions that teachers ask and when they ask them. Participants will also discuss the difference between open-ended and closed questions. Other units will also look at these types of questions.

By the end of this unit participants will be able to:

• identify the reasons teachers ask questions • link these reasons to stages of a lesson• talk about the difference between open-ended and closed questions• write open-ended and closed questions for their lessons.

Section

Learning outcomes

1 Lead-in

2 Discover

3 Embed

Activitynumber & title

1.1 Example question

1.2 Questions: why, when and how?

2.1 Why do teachers ask questions?

2.2 When do teachers ask questions?

2.3 Open-ended and closed questions

3.1 More open-ended and closed questions

3.2 Advice for questioning

3.3 Your questions

Activity description

Introduction to session and learning outcomes

Writing a question from a recent lesson

Identifying why, when and how teachers ask questions

Finding reasons in a phrase search and sorting them into groups

Ordering a classroom dialogue, matching questions to reasons and stages of a lesson

Distinguishing between open-ended and closed questions by looking at the answers

Sorting questions into open-ended and closed

Choosing the right advice for open-ended and closed questions

Identifying the types of question they use

Additionalmaterials

3 x pens & flipcharts each with a question

Correct order of dialogue in appendix one

Timing(mins)

5

10

30

20

20

15

10

10

10

Unit 1: Questioning skills | Why question? 1

Learning outcomes 5 mins

• Link back to module one unit five (The roles of the teacher) and remind participants of the role of class enquirer, i.e. someone who asks questions.• Highlight: - asking learners questions improves achievement - some types of questions are more effective than others - the module will look at different types of questions, ways to ask them and how to respond to them - asking questions also involves the teacher in other roles such as listener, assessor and includer.• Ask participants to read the learning outcomes.• Check they understand them.• Answer any questions.

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Section

4 Practise

5 Reflect

Activitynumber & title

4.1 Writing questions

4.2 Asking questions

5.1 I want to learn more about…

5.2 Homework

Activity description

Writing open-ended and closedquestions in a subject

Identifying types of questions and answering them as part of a board game

Reflecting on the session by completing sentences

Planning a question, asking it and reflecting on the answers and its use

Additionalmaterials

Subject & primary textbooks,

Boards for game in appendix two, coins for counters

Timing(mins)

10

25

10

5

2 Unit 1: Questioning skills | Why question?

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VariationParticipants write the questions on strips of paper and share them in groups.

1 Lead-in

1.1 | Example question 10 mins

• Write What do you know about France? (or similar) on the board. Explain that you asked this question in a lesson yesterday.

• Ask participants to: - remember a lesson they taught a short time ago (today or yesterday) - identify a question they asked in the lesson - write the question in their books. • Take one or two examples but do not make any comments.

1.2 | Questions: why, when and how? 30 mins

• Write each of these three questions on a separate piece of flipchart paper. (Before session begins.) A. Why do teachers ask questions? B. When do teachers ask questions? (At what stage of the lesson?) C. How do teachers ask questions? • Divide participants into three groups (A, B and C).• Ask groups to: - stand next to their corresponding question - read the question - brainstorm as many answers as possible.• Elicit or give an example for each question: A. = to check understanding B. = at the beginning of the lesson C. = to individual students.• Monitor and prompt participants • Move groups round to the next question (A goes to B, B to C etc.) after two to three minutes or when

they have written three to four answers.


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• Ask groups to: - read the question - read what has been written by the previous group - add to it - move to last question after four to five minutes - read and add to these answers.• Display all three flipcharts for all to see (and keep displayed).• Go through each flipchart, asking participants to read out, clarify or comment on any answers.• In relation to how, raise awareness of the fact that questions can be asked to individuals as well as to

the whole group.

• Refer to the question you wrote on the board in 1.1.• Tell participants that you asked this question at the start of your lesson yesterday to check what your

learners know about the topic.• Ask participants to: read the question they wrote at the start of the session identify why and when they asked it.• Take one or two examples and answers.

VariationIf there is not enough space, move the questions round rather than the participants.

Answers and managing feedbackParticipants may interpret the questions differently especially how? This is a brainstorm so any answers are acceptable. Participants may already start to make links between the why, when and how which is covered in 3.2.

Additional information The activity provides a good starting point for the module. It should bring out participants’ knowledge and by this stage they should be comfortable to share their classroom practice. Teachers in this context are more likely to: - ask closed questions requiring learners to recall memorised information - use ‘cued elicitations’ – ‘a mid-sentence rise in voice intonation to get a response from the

pupils during an explanation or through following a pupil answer.’ (UNICEF/University of York, 2012)

The idea of asking genuine open-ended questions may be new to many participants. For this reason it is important to focus on raising awareness rather than ask participants to change their practice.


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2 Discover

2.1 | Why do teachers ask questions? 15 mins

• Ask pairs to find and circle in the box ten reasons for asking questions.• Check answers. There is some overlap but the reasons are different.• Go over any vocabulary, e.g. pace, engage, recall, deepen, focussed, review, communicate (see key words).• Link to theme of how children/teenagers/adults learn to explain how reasons such as keep learners’ focussed or change pace may apply more to primary.• Link to theme of developing thinking skills to help participants distinguish between check recall and check understanding. Remind participants of Bloom’s taxonomy where recalling knowledge is a lower order thinking skill than comprehension. This is a key point and will be returned to many times in the module. • Explain the difference between help and check recall or understanding, i.e. help recall = help learners remember, check recall = to see if learners have remembered. It is a subtle difference but potentially important in this context.• Compare answers to the flipcharts for 1.2.

• Ask participants to sort the reasons into two or three categories of their own choosing.• Take feedback by asking two or three pairs to write their ideas up on the board.

Answersghhachangepacefebliengagelearnershyxxdkialepollernlhelporcheckrecallonknergivelearnerspracticejdfldfjoeruejeojpoierfldaerueiplsncnfoedeveloplearningfdsfssdfreviewlearningplimkqpassesslearninghelporcheckunderstandingpreeqqnqnfediryxnmkploqkeeplearnersfocussedfequtiwcueriuhelplearnerscommunicatecsojnl


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Answers and managing feedbackThis is deliberately an open-ended task with a range of possible answers. Sorting the reasons into categories will deepen understanding of the differences between them. As participants present their work, listen carefully to clarify any misunderstandings.

Answers and managing feedbackThe order is: j), f), d), m), c), a), g), b), l), k), h), e), n), i)

VariationIf participants need support, set the categories for them, e.g. reasons connected to classroom management (keep learners focussed, change pace) and reasons connected to learning (the rest).

2.2 | When do teachers ask questions? 20 mins

• Divide participants into groups of three.• Ask them to look at the mixed up dialogue.• Elicit the subject and topic (science, the sun).• Ask them to: - read the lines of the dialogue - order the lines according to a lesson.• Take answers (the full dialogue in order is in appendix one).

• Ask groups to: - look at the dialogue in appendix one - underline and number the teacher’s questions - match each question to a reason from 2.1 - identify at which stage of the lesson the questions are asked (beginning, middle, end).• Check answers.• Clarify the meanings of any words or phrases.


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• Refer participants to the contents of this module.• Highlight that the dialogue contains examples of the types of questions and some of the techniques that

will be covered: - open-ended and closed questions (unit one) - questions that engage learners (unit two) - questions that help and check recall (unit three) - questions that develop lower order thinking skills (LOTS) and higher order thinking skills (HOTS) (units

four and five) - inclusion, e.g. nominating learners to answer, using wait time (unit six).

2.3 | Open-ended and closed questions 10 mins

• Ask participants to: - answer the questions - compare their answers with two others - allow 5 minutes only.• Divide the board into four sections.• Write each question in one section.• Elicit three to four answers to each question from a range of participants.• Write each answer in the correct section on the board.

Question

1. What did we learn about yesterday?

2. What do you know about the sun?

3. What two things does the sun give us?

4. What did I just say?

5. How do you think that helps us?

6. How do you compare the uses of the sun to the uses of fire?

7. Can you tell me one thing you learnt in today’s lesson?

Reason

Review learning

Engage learners

Check recall/understanding

Keep learners’ focussed

Help understanding

Deepen learning

Assess learning

Stage

Beginning

Beginning

Middle (during presentation)

Middle

Middle (during presentation)

Middle (after presentation)

End

Answers


Answers and managing feedbackQuestions a) and c) are closed questions. b) and d) are open-ended.Closed questions have one clear right answer or a very limited number of right answers. Open-ended questions have an unlimited number of answers. Answers are neither right nor wrong. Instead, they allow learners to offer with their own ideas/opinions or respond creatively.Participants may find the difference between open-ended and closed questions difficult. They will be more used to closed questions and the concept of a right answer. If it helps, remind them of two of the grouping activities they have done in this session:

• grouping reasons for asking questions (2.1 2nd part) (open-ended task)• grouping questions into open-ended and closed (2.3) (closed task)

The first activity was open-ended (they chose the category so there are unlimited answers), the second was closed (there was a clear right answer).

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• Ask participants to: - look at the four questions and accompanying answers - divide them into two types of questions: open-ended and closed - identify how the types of question (and therefore answers) are different - compare in pairs.• Take feedback.• Clarify the difference.

3 Embed

3.1 | More open-ended and closed questions 15 mins

• Ask pairs to: - look back at the questions from the classroom dialogue in 2.2 - sort them into open-ended and closed questions.• Check answers.


Answers and managing feedbacka) Use open-ended questions to find out what learners know about a topic.b) Use closed questions to check recall of facts.c) Use closed questions to keep learners focussed.d) Use open-ended questions to develop learning.e) Use open-ended questions to develop thinking skillsf) Try to use some open-ended questions.g) Do not start all questions in the same way.

(Adapted from Spendlove, D. (2009), pp.32-3)

Highlight the links between why, when and how, e.g. a teacher wants to find out what the learners know about a topic (why) so s/he asks a question at the beginning of the lesson (when). S/he asks an open-ended question (how) to elicit a range of answers from a range of learners.

3.2 | Advice for questioning 10 mins

• Ask participants to: - read the advice for questioning - circle their answers - encourage them to look back at the classroom dialogue for help - compare their answers with a partner.• Take answers.

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Closed questions

What did we learn about yesterday?*What two things does the sun give us?What did I just say?

Open-ended questions

What do you know about the sun?How do you think that helps us?**How do you compare the uses of the sun to the uses of fire?Can you tell me one thing you learnt in today’s lesson?

Answers

*This is closed because there are a limited number of right answers.**The question form is open-ended and in the dialogue it appears that the teacher will accept a range of answers if they can be justified. However, some teachers may ask this question with one specific right answer in mind.


Additional informationBased on their research Muijs and Reynolds (2011) report that:• in classrooms closed questions are much more common than open-ended ones• effective teachers ask more open-ended questions than less effective ones• not using any open-ended questions results in low levels of thinking skills, i.e. learners are not

cognitively challenged• the right mix of open-ended and closed questions depends on the topic and objectives of the

lesson.

Managing feedbackTeachers in this context are likely to be much more comfortable with closed questions. This matches a curriculum and assessment context which sees teachers as transmitters of factual knowledge for learners to memorise and recall in examinations. Teachers may also feel more in control when asking closed questions as they are not be able to predict the answers to open-ended questions. This is characteristic of cultures where teachers are seen as authoritative figures that hold knowledge and command respect.

Teachers will therefore need time to understand and reflect on the use and effectiveness of open-ended questions in their contexts.

3.3 | Your questions 10 mins

• Ask participants to: - look back at the question they wrote in 1.1 - identify if it is open-ended or closed• Take feedback.• Ask participants what kinds of questions they normally ask.• Ask them if they could use more open-ended questions.

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ExtensionAsk participants to discuss the following questions based on the additional information:• Which type of questions are used more?• What happens if you don’t use any open-ended questions?• How do you decide what type of questions to use?

2.2 | When do teachers ask questions? 20 mins

• Divide participants into groups of three.• Ask them to look at the mixed up dialogue.• Elicit the subject and topic (science, the sun).• Ask them to: - read the lines of the dialogue - order the lines according to a lesson.• Take answers (the full dialogue in order is in appendix one).

• Ask groups to: - look at the dialogue in appendix one - underline and number the teacher’s questions - match each question to a reason from 2.1 - identify at which stage of the lesson the questions are asked (beginning, middle, end).• Check answers.• Clarify the meanings of any words or phrases.


4 Practise

4.1 | Writing questions 10 mins

• Divide participants into small subject groups.• Ask them to write four questions for topics in their subjects (including at least one open-ended and one

closed question).• Advise them to write easy questions.

4.2 | Asking questions 25 mins

• Combine two subject groups into one team. Ensure you have an even number of teams. (Each team will now have 8 questions.)• Ask teams to give themselves a name.• Assign two teams to play against each other.• Show them the board in appendix two.• Give them two different coins (one for each team).• Tell teams to take turns to read out a question to their opponents who: - decide if the question is open-ended or closed - move one square forward if their choice is correct - answer the question in the subject - move one square forward if their answer is correct - go on to the next question for the other team.• Tell teams that the winner is the team that reaches the finishing square first.• Take a range of open-ended questions in feedback.

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VariationConduct the game as one group. Draw the board on the whiteboard and use different coloured pens or magnets as counters.

ExtensionAsk groups to write more question.


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5 Reflect

5.1 | I want to learn more about… 10 mins

• Ask participants to: - re-read the learning outcomes - look through their books to remind themselves of the session - reflect on the session and complete the four sentences in their books - compare their thoughts with a partner.• Ask a range of participants to complete the sentences.

5.2 | Homework 5 mins

• Ask participants to: - think of a reason for asking an open-ended question in one of their lessons - write a question to match this reason - ask the question in the lesson - reflect on use of the question.


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References and resources

Muijs, D and Reynolds, D (2011) Effective Teaching: Evidence and Practice. Sage Publications LtdUnicef and the University of York (2012), Baseline Study, Child-Centred Approaches and Teaching and Learning Practices in Selected Primary Schools in Child-friendly School Focused Townships in Myanmar

www.google.co.uk/?gws_rd=ssl#q=baseline+study+child+centred+approaches

Spendlove, D (2009) Putting Assessment for Learning into Practice. ContinuumLemov, D (2015) Teach like a Champion 2.0. Jossey-BassDunn, D (2012) How to be an Outstanding Primary School Teacher. Continuum

www.teachingenglish.org.uk/article/asking-questions

A short article about types of question, reasons for asking them and effective questions for English language teaching


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Appendix A - Classroom dialogue

What did we learn about yesterday?

Uses of fire.

Fire, good. Today we’re going to learn about the sun. What do you know about the sun? Everyone think about this question and write down one or two answers.

Nay Nay?

It’s far away but hot.

Right. The sun gives us heat. It also gives us light. So what two things does the sun give us? Everyone?

Heat and light.

Well done. Now I’m going to tell you more about how the sun also provides us with food. Listen carefully… (Teacher presents information).

Tun Tun, listen please? What did I just say?

Sorry, teacher. I don’t know.

I’ll repeat it. Plants use sunlight to make food to help them grow. How do you think that helps us? Everyone think about this question for a few seconds. Thura?

Because we eat plants.

Yes that’s one way it helps us. We eat some plants. The more the plant grows, the bigger it becomes and the more we have to eat. (Teacher continues to present information and ask questions).

OK. Now that you’ve learnt about the uses of the sun. How do you compare the uses of the sun to the uses of fire? I’ll give you a few minutes to think about this and talk to your partner.

(Three minutes later). Kyi Kyi?

Fire and sun both give us heat and light but the sun gives us food too.

Excellent. Now that’s all for today. Before we finish, can you tell me one thing you learnt in today’s lesson? Everyone think of one thing and tell me. May Mon?

I learnt that plants need the sun to grow.

Teacher:

Learner:

Teacher:

Nay Nay:

Teacher:

Class:

Teacher:

Tun Tun:

Teacher:

Thura:

Teacher:

Kyi Kyi:

Teacher:

May Mon:


tb module 3 unit 1 why question tb mtc v3 final · pdf file• link back to module one unit...

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