Question+and+Answers

= Targeted Questioning: = == The teacher "randomly" chooses some students (unknown to the students), starting with low achievers who is expected to state the minimum answer, medium achievers then give a bit more detail and lastly, high achievers will give that extra detail that will enable all students to benefit from the new insight. == = Formative Questioning: =

· Etc.
=Alternative Questioning= ===These notes come from an art teacher in JFK (with permission), however, this technique can be adapted for a variety of subjects and situations. It results in much deeper questioning than would normally happen, the students have an investment in knowing what answers others give.===

=**Thinking Time**= ===If you ask a question students need to have time to think about their answer, to formulate a reply. This means that they need maybe 10-15 seconds after the question is asked, before you select who is going to answer. This not only gives the students time to think, it allows the teacher to decide on who they going to ask. It is never easy to answer a direct question without time to think - politicians get it wrong all the time, and they have ready formulated replies. If the students do not know who is going to be asked the question, then they all have to become engaged in the process of thinking about it - which is essential for learning.===

=**Talking it over time**=

===The most important thing is the learning. Allowing students to discuss the question in small groups for 20 - 30 seconds, or more if it is a difficult or complex question, gives them an opportunity to engage with the question, and to think through possible solutions. They can learn from each other, and weigh up alternatives. While they are talking, the teacher can decide on who is going to answer the question.===

=NOTE - but will it slow my lesson down?= ===One of the common objections to the previous two techniques is that they 'slow down the progress of the lesson'. Agreed, a lesson will progress more slowly if you are pausing for thinking time. However, what matters is whether the students have learned, and understood. A lesson can proceed at a cracking pace, but if the majority of the students have learned nothing, then what is the point in it?===