(Document courtesy of Andrew Redfern) Appendix B- Question Types Type of Purpose Examples... question Elicitation questions These form the backbone of questioning for guided What? instruction because they draw on skills and concepts that Where? have been previously taught. These foundational questions When provide the teacher with a baseline from which to work. A Who? student who is unable to respond to an elicitation question Which? is likely to need more direct explanation and modeling. Elicitation questions can focus on finite knowledge ("What is the name of the protective case a caterpillar makes as it becomes a butterfly?"). Elicitation questions are also effective at identifying a student or classes starting point. Elaboration questions Elaboration questions build on elicitation questions and Tell me more... require students to add depth, detail and clarity. They Why do you say require students to explain and therefore demonstrate that? what they understand. The benefit of follow up questions is Can you explain it that they require students to demonstrate reasoning. In in a different way? doing so, they are the most effective way teachers can Can you prove it? uncover misconceptions. Therefore, elaboration questions What do you 'feed forward' and provide effective formative feedback mean by...? that a teacher can use to adapt their teaching to address these misconceptions. Divergent questions These questions require students to couple previously What is this similar taught information with new knowledge. Divergent to? questions are important as they help students realise the When have we connections between what they are learning. They also come across this encourage recall to support the process of memorising before? information. Divergent questions are also effective How does this developing relational understanding. (See SOLO apply to...? Taxonomy). Problem-solving / An inventive question requires students to use their Any question set as inventive questions knowledge to speculate or create. Again, the emphasis is a problem on using information that students have been recently taught in order to create something new. Abstract questions Abstract questions require students to apply their What colour would knowledge to an abstract or unusual context. An abstract a zebra be if it lost question might be a 'thunk' or anything that makes students all of its stripes? think hard. Abstract questions should be creative and fun. (Document courtesy of Andrew Redfern)
(Document courtesy of Andrew Redfern) Appendix B- Question Types Type of question Purpose Examples... Elicitation questions These form the backbone of questioning for guided instruction because they draw on skills and concepts that have been previously taught. These foundational questions provide the teacher with a baseline from which to work. A student who is unable to respond to an elicitation question is likely to need more direct explanation and modeling. Elicitation questions can focus on finite knowledge ("What is the name of the protective case a caterpillar makes as it becomes a butterfly?"). Elicitation questions are also effective at identifying a student or classes starting point. What? Where? When Who? Which? Elaboration questions Elaboration questions build on elicitation questions and require students to add depth, detail and clarity. They require students to explain and therefore demonstrate what they understand. The benefit of follow up questions is that they require students to demonstrate reasoning. In doing so, they are the most effective way teachers can uncover misconceptions. Therefore, elaboration questions 'feed forward' and provide effective formative feedback that a teacher can use to adapt their teaching to address these misconceptions. Tell me more... Why do you say that? Can you explain it in a different way? Can you prove it? What do you mean by...? Divergent questions These questions require students to couple previously taught information with new knowledge. Divergent questions are important as they help students realise the connections between what they are learning. They also encourage recall to support the process of memorising information. Divergent questions are also effective developing relational understanding. (See SOLO Taxonomy). What is this similar to? When have we come across this before? How does this apply to...? Problem-solving / inventive questions An inventive question requires students to use their knowledge to speculate or create. Again, the emphasis is on using information that students have been recently taught in order to create something new. Any question set as a problem Abstract questions Abstract questions require students to apply their knowledge to an abstract or unusual context. An abstract question might be a 'thunk' or anything that makes students think hard. Abstract questions should be creative and fun. What colour would a zebra be if it lost all of its stripes? (Document courtesy of Andrew Redfern)
T-and-L-Policy-updated-May-2017.docx