Planning is vital in developing effective questioning and various phases of the lesson demand different styles of questions for maximum learning effect (Bailey, 2001). At the beginning of the lesson it is essential to question the students to discover their previous experiences and past knowledge of the topic at hand. For our lessons, a learning wall was used to visually stimulate our students to provoke memories of past knowledge and to discuss elements of the learning wall they did not understand. This correlates with Bloom's Taxonomy cognitive level one ,which require students to recall or recognize specific information.  Asking questions before, during and after a lesson gives the teacher opportunities to dissolve any issue the students may have at within the task. The teacher may then decide to regress or progress the activity to challenge or engage the students further. Questioning post lesson is a strategy used to assess students of their progress. This is useful for practical subjects such as Physical Education where a formal written exam is not suitable. In our lessons, we assessed the students after each task by asking them their attitudes towards each task. This benefited us as teachers as we can adapt our lessons to suit their needs.
Feedback says to a student "somebody cared enough about my work to read it and think about it'(Brookhart, 2017) . Teachers can provide the students with both positive and constructive comments about their ability and technique. There are different types of feedback that we included in our lesson including:

Effective feedback takes into account both what the students was suppose to be learning and who the learner is (Brookhart, 2017).  I found that positive praise was the most effective during our lessons as the students were not over confident in performing dance in front of their peers. Once students feel reassured in their actions, they will become a more active participant in the activities and more engaged in the task before them. Peer Assessment also worked very well in our third lesson as they students had to watch their peers perform sequences of dance and comment what they liked about it. I found that constructive criticism proved more effective when used with my peers. They have a keen interest with improving their own techniques, thus constructive criticism is suitable. 
Learning walls are an easily accessible resource that outlines what the lesson entails. It is displayed to students at the beginning and the end of the lesson. They are generally visually stimulating, colorful and vibrant, to catch the attention of the students. Learning walls contain key buzz words and diagrams to enhance the learning of the students. Students can observe the learning wall and then analyze and discuss their opinions on the topic. Learning walls are often associated blooms taxonomy. The students try to understand the information put in front of them, blooms taxonomy level two, and apply the information to task, blooms taxonomy level three.  Students return to the learning wall after the lesson to review the new knowledge that they learned. This correlates with Blooms Taxonomy with the students recalling the information they had just processed.