By far, questioning is the most frequently used tool by teachers in the classroom. How many questions must we ask in a day, a week, a year? Research suggests that in most circumstances the types of questions we ask require only a very basic level of challenge, i.e.: to get students to focus and check recall to strengthen memory. These are of course important – and should be asked – but questioning can be used much more strategically in the learning process. For example, to seek the views and opinions of students, asking them to articulate their reasoning and get them more involved by sharing, what may well be, their partially formed ideas. Or even, to foster speculation, hypothesis and idea/opinion forming (encouraging curiosity and wonder).
This course explores the research and evidence-base of questioning as a learning and teaching tool, and provides a variety of questioning approaches to provide students with a higher level of challenge in order to deepen their learning and understanding. Teachers will leave the course with an array of questioning techniques and a greater confidence in employing them to check for and strengthen students learning.
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