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Asking students to develop or add to another students answer, rather than me validating an answer

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Asking students to develop or add to another students answer, rather than me validating an answer

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Nick

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Build on the questioning - make synoptic links
-H

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Riz

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mike

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I try not to ask the "what  is in my head" question, but end up doing this and then correcting myself.
Nick

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Piers

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directed questions, using command words from the spec

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directed questions, using command words from the spec

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- jacky

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- Jacky

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Directed questioning - gradiated i.e. more tailored to students ability

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Directed questioning - gradiated i.e. more tailored to students ability

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all students are asked to answer at least one question every lesson - increases contributions
Freya

Giving students 20 seconds to discuss the question in pairs before I choose someone to answer

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Asking students follow ups (don't just take first answer and move on) - for stretch and challenge. e.g. why, give example etc.

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Asking students follow ups (don't just take first answer and move on) - for stretch and challenge. e.g. why, give example etc.

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Mel

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Piers

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jo

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E.g. What is the best experimental design?
1. repeated measures
2. independent groups
3. repeated measures

Anxiety makes EWT
1. more accurate
2. less accurate

Adrienne

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Scaffold questioning, working way up to harder qs, can be differentiated by abilities 

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Scaffold questioning, working way up to harder qs, can be differentiated by abilities 

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Kash

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MS

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Billy