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teacher questions

Asking questions is what we teachers do!

Hello colleagues, Though I know I still do it, I've been working on trying to limit the Initiate-Response-Evaluate (IRE) model of questioning. This manner of questioning is quite common in many classrooms, and I still believe there is an appropriate place for it. The teacher asks a question, a student responds, and the teacher evaluates whether the answer is right or wrong.

No Hands Up and Other Assessment Strategies

Hello Colleagues, Asking questions is probably the most commonly used approach to assess student understanding. According to Dylan William in a blog entitled "The Right Questions, The Right Way," "[t]he whole idea that students should always answer teachers' questions correctly is actually rather odd." Wiliam goes on to explain that "if the students are answering every one of the teacher's questions correctly, the teacher is surely wasting the students' time.

"No opt out" technique

Hello Colleagues, A friend recently recommended Doug Lemov’s (2010) book Teach Like a Champion: 49 Techniques that put Students on the Path to College. Many of the techniques Lemov outlines for K12 teachers focus on how to manage teacher-led whole class discussion, with teacher questioning designed to assess students’ understanding of content.

Critical thinking: Posing questions as feedback on writing

Hello Colleagues, In my experience, I’ve found that asking students to revise the first draft of a piece of writing in response to a set of questions about the content, rather than by marking mistakes, has been effective. I’ve also involved students in providing feedback to their peers – also in the form of questions. We write our questions on sticky notes, and then students revise their writing by responding to the questions on the sticky notes.

Teacher feedback: "very good"

Hello friends, An article I read some time ago by Wong and Waring (2009) made me think about my feedback to learners. How often do I respond by saying “very good” when students give a correct answer to my questions and then quickly move on? I recognized that my behavior was similar to what the authors described. When students responded to a question correctly, I would often say “good” and quickly go on to the next thing.

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