Ask questions in ways that include everyone. Gwen has introduced a 'no hands up' rule, so that she can choose who will respond to her questions and so that students continue to think while responses are made. She tries to encourage a range of responses and asks students to comment on each others' responses. Give students time to think. Gwen gives students time to think individually before discussing, so that they all have something to share. Avoid judging students' responses. Gwen collects the students' initial ideas and writes these on the board. She asks follow-up questions for clarification ("Just explain a little bit more about that.") and thanks them for their contributions, but does not judge responses with 'Well done", or "That's not quite right." Follow up students' responses in ways that encourage deeper thinking. For example, Gwen invites students to elaborate: "Can you just say that again?"; asks students to think aloud: "Can you explain your thinking Alex?"; cues alternative responses: "Bethany, what do you think is best out of Hannah's suggestions?"; "Girls, can you see how that might help you? ... How might that help you?". Handout 4. Observing a lesson D: Time needed: 15 minutes discussion before the lesson 1 hour for the lesson 15 minutes after the lesson Choose a problem to try with your class. Use the prompts on Handout 5 to plan a lesson that will promote thinking and reasoning. How will you organise the classroom and the resources? How will you introduce the questioning session? Which ground rules will you establish? What will be your first question? How will you give time for students to think before responding? Will you need to intervene at some point to refocus or discuss different strategies they are using? What questions will you use in plenary discussions during or towards the end of the lesson?
Ask questions in ways that include everyone. Gwen has introduced a 'no hands up' rule, so that she can choose who will respond to her questions and so that students continue to think while responses are made. She tries to encourage a range of responses and asks students to comment on each others' responses. Give students time to think. Gwen gives students time to think individually before discussing, so that they all have something to share. Avoid judging students' responses. Gwen collects the students' initial ideas and writes these on the board. She asks follow-up questions for clarification ("Just explain a little bit more about that.") and thanks them for their contributions, but does not judge responses with 'Well done", or "That's not quite right." Follow up students' responses in ways that encourage deeper thinking. For example, Gwen invites students to elaborate: "Can you just say that again?"; asks students to think aloud: "Can you explain your thinking Alex?"; cues alternative responses: "Bethany, what do you think is best out of Hannah's suggestions?"; "Girls, can you see how that might help you? ... How might that help you?". Handout 4. Observing a lesson D: Time needed: 15 minutes discussion before the lesson 1 hour for the lesson 15 minutes after the lesson Choose a problem to try with your class. Use the prompts on Handout 5 to plan a lesson that will promote thinking and reasoning. How will you organise the classroom and the resources? How will you introduce the questioning session? Which ground rules will you establish? What will be your first question? How will you give time for students to think before responding? Will you need to intervene at some point to refocus or discuss different strategies they are using? What questions will you use in plenary discussions during or towards the end of the lesson?
primas_pd_4_guide.docx