Questioning and Responding to Children’s answers to extend their thinking

• When planning a lesson, teachers, as supporters of integrated learning, must always

consider the context
- is the context relevant and meaningful to the children
- what prior knowledge and experiences do the children have

• Questions: Open and close ended questions

- ask both types of questions can trigger different ideas
- close-ended: “What is the meaning of electricity?”

• MODIFY Questions when the child does not seem to comprehend your question.

• PROVIDE CHILDREN TIME TO THINK ABOUT YOUR QUESTIONS before they

answer and before you ask the next questions.

Wait time 1 = pause for 3-5 seconds before calling on a student to answer

Wait time 2: pause for 3-5 seconds after a student answers before making a
follow-up response

WE ALL NEED TIME TO THINK BEFORE SPEAKING

Research shows that there are positive benefits- answers are of higher quality and student
answer with more confidence

• How many students-initiated questions are there in your class?

Encourage students initiated questions!

• How do you know you pitch your questions appropriately?

- When there is QUALITY interaction with the students

• Everyone should be given an opportunity to answer questions

• ASK KEY ESSENTIAL QUESTIONS

-a few carefully selected questions are preferable to large number of questions
-how do you know they are key essential questions?
WHEN the questions encourage other questions/ encourage higher-order thinking

• Quality Questioning:
1. Prepare the question (based on the context
2. Present the question (ask)
3. Prompt student responses (practice wait time)
4. Process student responses (provide appropriate feedback)
5. Reflect on questioning practice