# data[].attributes.headline
Depending on class ability. If LA class we could start with teaching questioning techniques using 5Ws and 1H .... MA and LA we could deepen their inquiry process and promote avenue for critical questioning. 

# data[].attributes.subject
Depending on class ability. If LA class we could start with teaching questioning techniques using 5Ws and 1H .... MA and LA we could deepen their inquiry process and promote avenue for critical questioning. 

# data[].attributes.body
Share and reflect - Evaluate

# data[].attributes.body
Questions linking to what they previously learnt.
Students found it easier to answer and they could draw/understand links.

# data[].attributes.body
Questions to guide thinking and understanding of vocabulary, concept, etc.

# data[].attributes.body
Students were able to make interesting inferences and draw links to previous topics

# data[].attributes.body
Questions that scaffolds and requires students to recall and apply to get the answer.

# data[].attributes.body
Especially in SBA - both high level and low level questions were asked to get the different children to be involved. Questions were directed for pupils to understand the meaning of the text. Teacher framed questions also based on how the discussion went and was very flexible. Pupils were actually very receptive to answering the different questions - participative lot of pupils.

# data[].attributes.body
When teaching comprehension and inference skills, the teacher asked multiple questions of various types to get the students to think further and think about the author's intention and purpose and what he would like to convey. This helped the students to understand the compre better and also taught them how to have HOT skills.

# data[].attributes.headline
Explicit scaffolding and guiding by the teacher through questioning. The teacher uses some aspects of a student's response to produce another question that will direct the class closer to the target content/response. Students contribute and add on to friends' responses.

# data[].attributes.subject
Explicit scaffolding and guiding by the teacher through questioning. The teacher uses some aspects of a student's response to produce another question that will direct the class closer to the target content/response. Students contribute and add on to friends' responses.

# data[].attributes.body
Types of questions asked:
5W1H, predicting, inference questions. Children generally respond well to SBA questioning - they are curious about the text and are eager to share their personal experiences

# data[].attributes.body
Asked the students questions about the book visuals, predicting questions, as well as questions that elicited responses based on students' personal experiences. Students responded very well to these questions and were engaged in the SBA reading.

# data[].attributes.body
Teacher used questions to check for understanding during lessons and as a way to ascertain most of the class is on the right track before proceeding to the next part of the lesson.
As students were of low readiness level, questions were integral to assess their level of prior knowledge (so that the teacher can capitalise on what they already know to link the lesson) and gauge how much they have comprehended.

# data[].attributes.body
Think about a time when you observed good questioning techniques in school. What kind of questions were asked? How did the students respond?

Share your answers