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Sometimes, I am rushing to teach and I did not give students enough opportunities to ask questions.

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Art Costa's levels of questioning
Opinion Continuum

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It took a while for the students to start asking different types of questions. Students tend to ask the same type (for eg. 1 student asks the "why" question and the rest follow). It also took  awhile for students to feel safe to ask questions.
-I am too eager to provide answer sometimes (coz really hv no time!), so not enough time given for the students to think about their questions and answers, and thus the discussion for peer critic is not deep enough.

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They seems to get it verbally when during the actual execution they were not able to execute what they have verbalise because of the various factors (change of strategies by opponents / individual skills competency etc)

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Always the quieter ones or the ones who do not see the worth in putting in some effort in going in-depth.
Students who find rejection or opposing views too painful to handle.

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Students tend to focus on what the 'right answer' is. Need to probe further to go deeper into understanding. This can be done by getting them to ask good questions via prompts or encouraging them to 'ride' on each other's answers to elaborate further. For instance, for art appreciation, I hope that students would not only look at the artwork superficially, but to pay attention to details, mood & what the artist is trying to get across when he/she was doing it.

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My challenges lie in the outcomes of the execution of this practice - how do I keep the rest engaged (for eg in a class discussion) when one child is trying to articulate his or her thinking?  I have tried walking to the child, and passing my mic to the child who is answering so that the others can listen to different perspectives and take part in the follow up.

But this does not give me the outcomes I want every time; some of the pupils who do not get to speak will be less engaged.

Alternatively, I have tried these QTs in smaller groups when I walk around to facilitate group work.  But this also means that only that group benefits, and I must remember to say it again to the whole class at the next available opportunity.

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- Some students are still shy about asking questions for fear that they might be "scolded"
- Getting them to ask HOT questions
- Students are too well-trained to give the standard answers that when teacher asks a question, they don't really bother to think

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Games Discussion on the different situations and decisions made as a offensive and defensive players

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The ability to get more indepth participation by whole class but this may be solved if using padlet for the start and then using the responses to have a class discussion or encouraging more questioning among students.

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Students tend to digress or a person's comments might not be appropriate. As some students are more outspoken than others, some may tend to dominate the discussion. To address this, I used ICT affordances such as Mentimeter, padlet to allow all students to participate.

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Artful Thinking Routine -
Describe - formal elements
Analyse - seek evidence
Interpret - compare and connect
Evaluate -

explore viewpoints -> investigate

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1. Not all students have the courage to ask questions aloud
2. At times, time a constraint as questioning takes time to think, process and to make sense of. Times like this, I tend to answer my own questions, and students may lose their 'air time'.
3. Quality of questions posed by students vary, and open ended questioning sometimes stray from the topic as it goes on.

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Besides the focus of our department in Accuracy (NTUC) and Clarity(RISE), I explored the area of Relevance with my P5s, challenging them to think about how certain numbers are related to the solution of the problem in the sum.

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Clarity

(a)   asking questions that require thoughtful aesthetic choices and reflection

(b)   promote thinking via artful thinking routines, e.g.: describe, analyse, interpret, evaluate / see think wonder, I used to think that.. now I think.. etc

(c)    use of success criteria that communicates clarity of
expectations

Relevance

Customization of new art SOW’s focus areas – how art can be related to other subjects / student in relation to themselves, their home, environment and the world

➢      Self and Immediate Environment

➢      Singapore Past, Present and Future

➢      The World and Region around us

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See-Think-Wonder for readers and composition writing

Hot Seat for character study and grammar items

Drama Skits for grammar rules

Elements of Critical Thinking replaced some learning sheets

Art Costa's levels of questioning for debates in the classroom

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The questions asked by the rest of the students can be unfocused and when they get carried away, student at the hot seat would also assume own personality and ideas that may not be based on the book anymore. I had to always bring them back to the focus of the character in the story. The students have a lot of fun, though.

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I blend in a mix of Pumping with Refine3 for different purposes.  For eg if I used Pumping, I want to know deeper the thinking behind the student's answer (sometimes, pupils tend to give short answers).

If I used Refine3, I would like to check on how he can improve his answer to be more relevant to the situation presented.

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I used Hot Seating during P1 EL class to help students explore the characters in the storybook more. A student volunteer is selected at random to be at the hot seat and assumes the character of the book. The other students play the role of an interviewer and asks questions to find out details about the character.

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Use of Teaching Games for Understanding (TGfU) Approach in the T&L of games concepts for P4 and P6 lessons. Getting students ti further elaborate on the discussion of concepts application Applying the skills learnt to the concepts (Relevance) Intra and Inter Class Games as part of culminating experience to allow students to exercise fairplay (fairness) in games situation.

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1. For higher ability students, questioning may help to sharpen and scaffold their thinking. Students show great interest in answering questions.
2. My challenges with the mixed ability classes is that they tend to get lost when they are given the "think time". They were less interested in answering but more interested in waiting for answers.

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Art Costa's level of questioning
1.  Processing
- Compare different sets of information.
- Analyse the information (provide rationale)
2. Applying
-  Making Judgement to certain viewpoints

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-Art Costa's level of questioning
-Revised Bloom's Taxonomy
-what makes you think/say so
-Why did you say that?
-If you were......, what do you think...

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Using the Revised Bloom’s Taxonomy Table to frame my questions. In my 4 Diligence class, I asked more questions to get students to evaluate. Some of the questions I asked for Maths lesson is

What would be a better solution, and why?

What changes would you suggest?

For Science lesson, I used the 'pumping' strategy to get students to reason and explain more understand deeper on the topic being discussed. Follow up by asking another question

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- Using See-Think-Wonder process in composition writing
- What makes you say that (when doing comprehension questions)
- What do you think is going through the person's mind, how do you think he feels? (Oral)

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- Making conscious effort when planning to bring about CT.
- Getting students to ask high level questions. They tend to ask simple questions that does not provoke thinking. Or other who don'y even ask questions.

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"What makes you say that"; but in the form of "why do you say this number represents etc.
Probing questions like - "How do you know". "who can elaborate", "How can you see that"
Sequencing questions -- "What is the end you want to get?" "What are the steps needed" , "What do you see first - identify them"

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Use of See-Think-Wonder process in reading sessions. Pose questions in accordance to Bloom's Taxonom/Art Costa to help students build on their critical thinking skills. Let students pose good questions to one another by scaffolding their questionig process (ie. Ask questions that begins with , Why do you... What makes you think... Can you explain.. Are you trying to say that..)

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- Used the Art  Costa's level of questioning in comprehension
- Using KWL and STW for students to ask questions

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Asking questions:
Clarity (Comprehension)
- ask students questions to clarify their understanding to the passage.

Precision (Composition)
- provide students with checklist when they are writing HCL situational writing. Students are to self-check whether they have elaborate the key contents after drafting their stories.

Mind mapping skill is introduced for students to prepare oral topics.

I also get students to ask guiding questions when their peers are in doubt. students use guiding questions instead of telling them the answer to make their peers understand certain sentence.

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For Maths, the intellectual standards that were highlighted is clarity and accuracy. For clarity, I get students to explain the methods that they chose to answer a question ( word problem, brain teasers) I also get the students to critique each other's work and to justify why their method is better than their partner ( if it's different). To promote accuracy, the whole level used the NTUC acronym to get students to always question themselves when checking their work.

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1. Getting students to feel safe about asking questions
2. Helping students to deepen their thinking by sharpening their thinking process through questioning techniques
3. Introduced mindmapping and note taking skills to some students

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1. For my P4 High Ability Class, I ask questions instead of giving answers. For example, during Comprehension lessons, instead of explaining to them, I would ask questions to help them to clarify their doubts about passages. This help to deepen their critical thinking skills, as they learn to think deeper.

2. For my P5 Mixed ability class, they needed more guiding questions and they tend to shy away from higher order thinking questions. Thus, I spend more time asking them guiding questions than questions that are of higher order thinking.

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-Getting pupils to ask questions in their STELLAR Readers about the story
- Provide platform for students to ask question to clarify thoughts.
- Follow EL department plan in using the IS for critical thinking in oral, writing and comprehension
-Use Thinking Routine STW for Oral and writing

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- Questioning students during lessons. After they have answered the questions, ask them what made them say that?
- Clarity (Comprehension)
- Fairness (Oral)
- Precision (Composition)
- Provide safe environment for them to dare to ask questions (no questions are too silly to be asked), encourage them when they ask a good question
- When they face a problem in class, ask them to think about what are the possible solutions, analyse them and come up with the best solution (application to real life)
- After they have answered questions, provide feedback such as "I have never thought of that,. This is interesting." Sometimes will lead to more ideas from the rest of the class

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P2: Using See Think Wonder for Big Book session or Picture book session. The process allows students to ask qn based on what they see, think and wonder, and after which, they read the book with some of these questions in mind. (Standards: Clarity)
P6: use in Oral practice and comprehension. Students first set questions based on 5W1H, then teachers use guiding questions such as "why did you say that?" " what are the evidences? " "what makes you say that?" " if you were....., what would you do?" to elicit more responses from students (standards: clarity & fairness)
After students are familiar with asking/setting questions, I get students to do peer editing on the comprehension answers. Students are to explain what's wrong with the answers and how the answer can be improved.

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I find that whenever the students need to ask questions in class, they are very passive. They are hesitant to ask questions and therefore, having a structure that guides them in asking questions was very important. With department processes in place, and knowledge gained from courses attended, I brought them back to class to explore my students to the different types of questions they can ask and the depths they offer.

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When I teach problem solving, critical thinking is inevitable. I ask questions to help students make connection and i make students challenge each other for clarification or adding depth.
A lot of "why" questions are asked so students know they cannot make assumptions cos they have to check for accuracy of information and also clarity of thought pattern. I cultivate the students ability to make linkages .

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In lesson prep, I think of the Key Questions which I am going to ask before I step into class.  The Key Questions are linked to the Key Concepts which pupils will be learning in the lesson.

During lesson execution, I bear in mind what questions I will ask to deepen their learning. For eg I may ask questions to check on fundamental understanding (seeking Clarity), or I may ask questions to address misconceptions (seeking Accuracy).