Introducing diagnostic questions
TaskOne possibility for exploring the way you currently use dialogue and questioning is to work with a trusted colleague. Ask them to sit in one of your lessons and time how much you spend talking and how much your students talk. You may find the results of the proportion of time you are talking surprising.To support you with your learning you can also use the check-list document DOCX. The question prompts for you to reflect on are:
- How much time were you as the teacher talking and how much time were the students talking?
- How many closed questions did you ask? How many open questions did you ask?
- Were your questions in the main recall or challenging ones?
- How much time after a question was posed were students given to think and/or discuss it?
- How many student ideas did your questions elicit?Post your reflections on one of these questions in the comments below. Perhaps many of you have had similar experiences?
Additional resourcesThink-pair-share is covered in more detail in our Planning for Learning course. You can watch this video which explains how it is implemented in a Year 6 (age 10-11) classroom.If you are new to concept cartoons, we have a number of resources on the STEM Learning website to use in class and which explain their purpose.
Introducing Assessment for Learning
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