SESSION 3 - QUESTIONING FACT CARD 1 a student has spoken, the teacher may feel that the appropriate thing to occur is for him or her to ‘After say something, and this something is more times than not a question. Immediately there then ensues a question-answer-question series, and the question-answer relationship is off and running, leaving discussion in its traces. For example, 85% of observed exchanges the teacher put a further question after the student had responded; at any point, the chances were greater than two to one that the teacher would ask a question’ (Mishler cited in J.T.Dillon) SESSION 3 - QUESTIONING FACT CARD 2 of the answers to questions they ask in the classroom. These are known ‘Teachers already know most in the trade as questions. We ask these kind of questions to check pupils ‘guess what i am thinking’ and understanding and to diagnose difficulties. They are legitimate questions to ask, of ‘knowledge course, but there is a lot of research to show thet most teachers-even the most experienced among us ask – too many’ (Ian Smith, 2007) SESSION 3 - QUESTIONING FACT CARD 3 are trying to answer every single question teacher thinking all time, ‘Some students asks. They’re and those students are getting smarter and smarter and smarter. There are other students who are trying to avoid being called on. Guy Claxon called them the children who snuggle ‘radiator children’ – up to the radiator and become almost invisible in the classroom. Teachers rarely ever call on them, and so those students are forgoing the opportunity to get smarter. If you are allowing students to choose whether to participate in your classroom, you are exacerbating the achievement gap. So because environment creates intelligence and intelligence creates environment, what we have to do is to create classrooms which are inclusive, where the cognitive demand is high, and where participation is obligatory. So not requiring every single pupil to engage in the questioning if you’re doing or in the discussion leading, you are why I you’re you’re actually making things worse. That’s you have an option. If serious about raising achievement, if serious about don’t think you’re you’re getting rid of achievement gaps, between for example working class students and middle class students, then you have to create classrooms where participation is compulsory’ Dylan William CANC 2006 SESSION 3 - QUESTIONING RE-VERSIONING ACTIVITY HAND OUT 1
SESSION 3 - QUESTIONING FACT CARD 1 ‘After a student has spoken, the teacher may feel that the appropriate thing to occur is for him or her to say something, and this something is more times than not a question. Immediately there then ensues a question-answer-question series, and the question-answer relationship is off and running, leaving discussion in its traces. For example, 85% of observed exchanges the teacher put a further question after the student had responded; at any point, the chances were greater than two to one that the teacher would ask a question’ (Mishler cited in J.T.Dillon) SESSION 3 - QUESTIONING FACT CARD 2 ‘Teachers already know most of the answers to questions they ask in the classroom. These are known in the trade as ‘guess what i am thinking’ questions. We ask these kind of questions to check pupils ‘knowledge and understanding and to diagnose difficulties. They are legitimate questions to ask, of course, but there is a lot of research to show thet most teachers-even the most experienced among us – ask too many’ (Ian Smith, 2007) SESSION 3 - QUESTIONING FACT CARD 3 ‘Some students are trying to answer every single question teacher asks. They’re thinking all time, and those students are getting smarter and smarter and smarter. There are other students who are trying to avoid being called on. Guy Claxon called them ‘radiator children’ – the children who snuggle up to the radiator and become almost invisible in the classroom. Teachers rarely ever call on them, and so those students are forgoing the opportunity to get smarter. If you are allowing students to choose whether to participate in your classroom, you are exacerbating the achievement gap. So because environment creates intelligence and intelligence creates environment, what we have to do is to create classrooms which are inclusive, where the cognitive demand is high, and where participation is obligatory. So if you’re not requiring every single pupil to engage in the questioning you’re doing or in the discussion you’re leading, you are actually making things worse. That’s why I don’t think you have an option. If you’re serious about raising achievement, if you’re serious about getting rid of achievement gaps, between for example working class students and middle class students, then you have to create classrooms where participation is compulsory’ Dylan William CANC 2006 SESSION 3 - QUESTIONING RE-VERSIONING ACTIVITY HAND OUT 1
3-Questioning.docx