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Give more response time to questioning and more time to questioning in planning.

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Providing the children with think time, however ensuring this is not to long, and does not affect the pace of the lesson

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Providing the children with think time, however ensuring this is not to long, and does not affect the pace of the lesson

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Using the responses to make useful inferences about next steps etc. 

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Using the responses to make useful inferences about next steps etc. 

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Using WBs effectively
Use names on sticks or names in a hat to ensure all students know they could be asked questions

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Put some time into planning the questions you will ask.

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Plan questions carefully and be aware of possible misconceptions when asking questions, to try and draw out discussion. Include a sensible amount of wait time for students to think, or build in responses from others and come back to dtudent to build on previous response.

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Ensure key questions are planned for throughout a lesson and also plan to use a variety of question types to check understanding

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Don't pick the children who have their hands up to answer - use WBs for "show me" responses or listen to your partner then tell me what your partner said that you think answers my question.   

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Don't pick the children who have their hands up to answer - use WBs for "show me" responses or listen to your partner then tell me what your partner said that you think answers my question.   

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Plan the type of questions to ask, anticipate some misconception about the topic and then ask questions to address all the areas of misconception

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Plan the type of questions to ask, anticipate some misconception about the topic and then ask questions to address all the areas of misconception

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Understanding that questions are the quickest and most efficient way of establishing how well you have taught material

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Understanding that questions are the quickest and most efficient way of establishing how well you have taught material

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If you aren't happy with the answer they give, probe more until they give you the correct one.

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Plan questions to identify and address misconceptions

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Plan questions to identify and address misconceptions

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To consider a range of questions that can be used with the intention to cover the the three main principles and to experiment / try out at least one of each and reflect its value / success ie) hinge, right is right / cold calling techniques, think share pair etc;  

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To consider a range of questions that can be used with the intention to cover the the three main principles and to experiment / try out at least one of each and reflect its value / success ie) hinge, right is right / cold calling techniques, think share pair etc;  

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Encourage children to discuss a question in talk partners. Tune in and reflect on what you heard discussed. Ask children to talk about what they and their partner discussed as this is less pressurised than individual responses.

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Making sure questions have been thought through before hand to be able to identify any misconceptions and all effective and well throughout out questions to ensure all children are stretched within the lesson.

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Making sure questions have been thought through before hand to be able to identify any misconceptions and all effective and well throughout out questions to ensure all children are stretched within the lesson.

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I think it will be useful to pre-plan some questions for an upcoming lesson, including some stretch questions for confident pupils.

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Ensuring returning to children to ensure they give an answer to the question correctly. Also, including wait time.

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Making sure higher order questions are used to stretch pupils. Also cold calling to ensure that all children are listening at all times.

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Making sure higher order questions are used to stretch pupils. Also cold calling to ensure that all children are listening at all times.

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Making sure the questions being used are stretching the pupils. Ensuring and modelling how we can build upon answers that are given.

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Including wait times when questioning. Building this into lessons so that this does not come across as an awkward silence.

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Discuss some question stems to encourage higher demand questions.

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Making sure that you return to someone who has been asked a question but not given a satisfactory answer.

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Encouraging her to ask questions and include wait time - to get them to think hard

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Discussing the examples of specific follow up questions they could ask, this could even be kept on the desk as a prompt sheet.

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Thinking about ratio of open and closed questions and strategies to involve the whole class - how can we get responses from all?

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Think it will be really helpful to re cap on questioning with all staff - especially re wait time

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To encourage NQTS to use the Teacher Toolkit question matrix to plan their questions.