Skip to 0 minutes and 5 secondsEvery teacher needs a repertoire of questions in the science classroom. And the selection of questions needs to take careful account of the context. In addition, you need to plan when it's most appropriate to use a hinge point question, and when it might be more appropriate to spend time raising questions that encourage students to think and talk. With hinge point questions, the evidence produced gives you a quick check on the thinking of all the students in the class. Questions that prompt discussion that you importantly listen in on may give you more insight into individual students' misconceptions. Some teachers worry that students may lead others along wrong lines of thinking in group discussion. This hasn't been our experience.
Skip to 0 minutes and 46 secondsProvided your focus is on ensuring that when students bounce ideas off one another, they are developing their ideas about concepts, or increasing their confidence in fluency, and expressing themselves scientifically, or mathematically, then you should find the learning in your students is enhanced. So this week our focus is on the action that you take on the evidence that your questions elicit.
The week ahead
In this video Dylan emphasises how every teacher needs a repertoire of questions from which to select - taking account of the context.
He stresses the importance of planning when to use hinge-point questions and when to spend time raising questions that encourage students to think and talk.
Whereas hinge-point questions give you a quick check on the thinking of all of the students in the class, questions that prompt discussion may give you more insight into individual students’ misconceptions.
The focus of the week ahead is on the action you take on the evidence that your questions elicit.
We hope you enjoy the fifth week of the course. Remember that if at any point during this course you feel stuck you can post a question in this step.
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