3.5

## National STEM Learning Centre

Skip to 0 minutes and 14 secondsWell, I'd like you to have a little think to yourselves. So I don't want you to talk about this with anyone in the room. I'd like you to do this individually. On your tables, you should all have some ABCD cards in front of you. You just want to get one ABCD card each.

Skip to 0 minutes and 30 secondsSo I've placed my egg, with a partially permeable membrane, into some golden syrup. Now, it's really important that you understand that golden syrup has a very high concentration of solute, of sugar, so therefore, a lower concentration of water. It's a higher concentration of solute than inside the egg. There is solute inside the egg, but it is not as highly concentrated as the solute that is surrounding it. I'd like you to go and have a think to yourselves and give you about 30 seconds just to think. So keep your cards down for the moment. What do you think will happen? So read the question carefully. And what do you think would happen if I left it for 24 hours?

Skip to 1 minute and 13 secondsOK, if you all want to vote now, hold your cards up, nice and clear, so I can see them. So everybody hold your cards up.

Skip to 1 minute and 55 secondsOK, if you want to hold your cards up. Three, two, one, and show.

Skip to 2 minutes and 22 secondsThis time, I'm going to do exactly the same thing. I'm going to give you a question. You have stickers in front of you. So you're going to take your sticker off the sheet when I finish talking. And you're going to write the letter of the answer that you think is the most likely answer on your sticker. You are not going to show anybody else what you are writing, because it's really important that I know what you think and not what your partner thinks. OK? You can choose more than one answer. So whichever one of these you think is correct, you write A, B, C, or D.

Skip to 2 minutes and 52 secondsBut if you think two of them are correct, it's OK to put A, B or A, C or C, D or whatever you want. You can choose more than one statement, depending on what you think is correct. Do keep it a secret. And do write it in whiteboard pen so that I can see immediately what it is that you've chosen. If it's in pencil, I won't be able to see. It won't show up. So let me read it to you. Uh-uh, let me read it to you first, before you start thinking.

Skip to 3 minutes and 22 seconds"On islands, where nuts were the main food source, birds with shorter beaks were more likely to be found because A, shorter beaks are stronger than longer beaks and so better at picking up nuts; B, shorter-beaked finches are more likely to survive and lay eggs; C, shorter beaks are more efficient when different birds compete for nuts; D, shorter beaks are better for eating nuts." OK? You choose up to two-- you can choose just one if you think just one's right-- up to two of those statements. We're not going to talk because this is just about your own thinking. And just write it on and don't show anyone yet. OK? Off you go.

Skip to 4 minutes and 16 secondsOK, OK, fantastic. Right. We're going to move on to some activities, then, depending on the answer that you--

Skip to 4 minutes and 28 secondsWho can tell me what that part of my picture is? Jack? Flower? The flower. OK, that is the flower. What do we call the bits that make up the flower? Do you know? It begins with a P. Logan? What are the pink bits, each one of those-- Petals. Petals, yes. Well done. The flower, and the flower is made up of lots of petals. Well done. What's this bit called? Leafs. Is that one leaf? Leaves. Two green leaves. Brilliant. Who can remember the rules? So if we have one leaf, we spell it with an F. If we have more than one leaf, how do we say it? We put a "vuh," "eh." Yeah, you're right. "Suh." "Suh." Well, good teamwork, boys.

Skip to 5 minutes and 17 secondsYeah, we change the ending, don't we, if it's a plural, from a singular to a plural. I've got the plurals here because I've got leaves. What's this bit called? I'm going to ask you, Charlie. Stem. Stem. Brilliant. And finally, which bit haven't we labelled yet? Bonnie? Roots. The roots. I already labelled the roots-- The roots. Now, people, I've got a challenge for you. I need to know what you know already and what you don't know. And this is your opportunity. Now, I'm going to show you four different options. It says, "Look at these statements about roots of plants. Which do you agree with?" I want you to tell me which ones you agree with.

Skip to 6 minutes and 1 secondAnd then, you're going to write down one, two, three, or four or two and three, three and four. You're going to choose the ones that you think are correct. Not the person next to you, only you, because I need to know what you think. Are you ready? So which of these do you agree with? You have got 30 seconds to decide whether one, two, three, and four-- is it all four? Is it one of those statements? Is it none of those statements? Is it two of those statements? Whatever you think, just write one, two, three, four down for me. Which ones do you think?

Skip to 6 minutes and 56 secondsIf you have chosen-- and that's absolutely fine. If you have chosen a number one, number two, or number three, you are going to stay with me for a minute. If you have chosen number four, "Plants absorb water and minerals through their roots," I'm going to ask you to go with Mrs. Bayliss because you are going to do a quick challenge for me on roots. Because you are absolutely spot on. Plants absorb water and minerals through their roots.

# Observing hinge-point questioning

The seven-minute video above shows Jonathan Lye (from Aston Academy, Sheffield), and Martha Worthington and Emma Rowe (St Matthias Church of England Primary School, Malvern) using hinge-point questions with:

• Year 11 (15/16 year olds - segment starts at 0:10);
• Year 6 (10/11 year olds - segment starts at 2:19);
• Year 3 (7/8 year olds - segment starts at 4:42).

Carefully observe the three segments. In the next step we ask you to consider how you could apply hinge-point questions with your own students.