EFFECTIVE QUESTIONING by https://padlet.com/kylie_lokman/xi8qv851xgnf Made with a wink and a smile en-us 2018-05-31 06:01:36 UTC 2018-06-21 05:56:09 UTC hello@padlet.com Kylie's Klassroom... kylie_lokman https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/264700453 I have tried to incorporate 'thinking time' as a way to encourage students to be more active during class discussions.
I have found the students who are the usual 'blurters' have used the thinking time to come up with a more thoughtful, resulting in often more relevant responses.
It is tricky to use at first, as it is a natural instinct in many of us to keep our discussions fast paced and action packed. 
Allowing for thinking time does slow the discussion down, but it has proven to allow students to take time to really answer the question and enable them to make a deeper connection with the content being covered.

]]> 2018-05-31 06:18:24 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/264700453 Neil https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266029797 Tried tokens with Year 6 class in an attempt to encourage contributions from more students. This certainly increased the level of engagement. Students were keen to do it again in the next lesson. It was effective in moving away from a reliance on a small number of students answering most questions. 
The standard of answers did not improve greatly]]> 2018-06-07 06:00:18 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266029797 Lena's Reflection https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266038105 Active Listening and Thoughtful Responses
To improve student’s ability to be respectful, active listeners, and connect, respond and sustain communication. 
Class engaged in 3 short tasks:
Task 1                     
Students were grouped in small groups of 4 and brainstormed their views about:                        
Questions-  Are they important?          
                      At School - When?  Why?
              Personal Time- When?  Why?
 Task 2                     
Pair and Share-   
Students are paired and ask each other about their week end. Both students have an opportunity to try to obtain relevant information and maintain a conversation. Student’s then then share their information with another pair.
Task 3                     
Class Discussion
Are there different types of questions?
What is a good question?
Are there different types of responses?
What is a good responses?
Is there anything you have learnt?
]]> 2018-06-07 06:58:12 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266038105 5D - Effective Questioning and Responding https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266237198 INITIAL OBSERVATION
The same six students are always the first to put up their hands regardless of whether the question was asking about knowledge/understanding or thoughts/opinion.
 
QUESTIONS
How can I get a better cross section of students participating in class discussions? How can I get students to think more deeply before responding?
 
WHAT WE DID
I brought this up during a circle time meeting, I asked students how they thought we could improve class discussions and get more students making contributions? After some discussion and reaffirming that we all have valuable information to share, we decided and agreed that the “quick draw” students had to listen and consider the thoughts of 2 people before making their contribution.
Some students thought that we should implement and continue strategies to help students feel comfortable about sharing. These included: 
-       No Putdowns
-       Think Time
-       Think Pair Share
-       Phone a Friend or Two (this was my contribution)!!!
-       No Deal 
 
MY REFLECTION
Discussions are certainly taking longer, but I feel that the quality has significantly increased also. The ‘quick draw’ students have been challenged as they are thinking of alternative reasoning for the answers that they would have given but someone already said. 
No one has used the ‘No Deal’ option yet. The ‘Phone a Friend’ has been used by a couple of quieter students. While I didn’t really think this through, the jovial names have worked really well as they have taken pressure off students – it doesn’t say “I don’t know” but rather “I need a hand” and I think that it has given them a little more confidence, they aren’t afraid to make eye contact (occasionally). 
]]> 2018-06-08 05:18:07 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266237198 Adam adam_johnston https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266904483 Active participation and contributions in my year 7 class has been more challenging than in my year 8 class and so the year 7 class has been my focus.
Techniques used: Cold calling (but with pre cueing first) and "question bouncing" in year 7 science.
I incorporated these into my lesson starter for what I thought would be a 5-10min science recap. It worked so well and the learning was so effective that I kept it going for most of the lesson.
I had written a list of revision or recap questions on the board and made it clear that every student would be answering at least 3 of my questions- they had an opportunity to pass (but only once) before I came back to them. Knowing that they "would" be called on to contribute in that lesson meant everyone was actively engaged and gave students time to prepare a response.
I had students contribute who normally wouldn't and at their level of understanding where every response was valued. If an answer was given that was incomplete or where there was some confusion, I incorporated the "question bounce" where I would bounce the response given for others to add to or build on until we had a complete answer or idea. Asking questions such as: "is there anything anyone would like to add to that?". This often meant that one question led to many others bouncing off that first idea.
Amazingly effective for all students where responses can be clarified rather than just being incorrect and something I have used many times since.

]]> 2018-06-12 21:33:49 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/266904483 Dave https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/268048891 I've been using open-ended questions to remind students of the value of the composition task and then encouraging demonstration rather than discussion to show understanding. 

"To make this remix truly authentic, should we experiment with changing the tempo?"

"How could you increase the tension at this moment?"

"How successful was the drum fill in introducing this new phrase?"

Rather than "What do you mean by that/can you explain that further", I've used "Could you demonstrate" for some students and this has allowed them to be successful.
]]> 2018-06-21 05:48:25 UTC https://padlet.com/kylie_lokman/xi8qv851xgnf/wish/268048891