• Both closed and open questions play a crucial role in teaching and learning, each serving its own specific purpose.

• The importance of maintaining silence after asking a question, allowing the respondent time to think and provide thoughtful, high-quality answers.

• How we interpret the responses is just as important as the question itself.

Question 2 : Based on the ideas in the video, which do you put into practice as an EL teacher?

English language teachers can implement the use of leading questions, probing questions, funnelling, and rhetorical questions in various ways to promote critical thinking and guide student exploration:

1. Leading Questions: These are used to guide students towards a specific answer or idea, to clarify concepts or reinforce learning.

2. Probing Questions: These are used to encourage students to elaborate on their reasoning or thought process.

3. Funneling: This technique can be used to guide students through a process of discovery.

4. Rhetorical Questions: These are used to provoke thought, often without expecting an answer.

Skilful questioning plays a key role in fostering deeper learning among students:

• Promotes active engagement: prompts students to take an active role in their learning, moving away from passive absorption of information.

• Encourages critical thinking: Thoughtful questions encourage students to practise higher order skills of analysing, evaluating, and integrating information.

• Fosters collaboration: Questions that encourage group discussions or problem-solving promote teamwork.

Question 2 : How can skilful questioning be enacted in your EL classroom?

1) Ask more open-ended questions that get students to explain, justify and elaborate on their answers.

2) To facilitate peer-to-peer exchanges or discussions.

3) Scaffold questions based on the language abilities of the students.

4) To assess students' understanding and identify areas where students may need additional support.

2) Reflection : to reflect on the questions asked and assess whether they have helped to achieve the objectives of teaching and learning.

3) Incorporate technology : use technology to introduce varied question formats.

Question 2: I think broadly speaking, as an EL teacher and as a form teacher conducting CCE lessons, open-ended questions and probing questions are the main ones I use in class.

Question 2: I feel it is a lot to do with providing platforms for group work, scaffolding and teacher-modelling in terms of showing how to ask probing and open-ended questions, and how can responses sound and look like when probed/asked.

1) The quality of our life is defined by the questions we ask. When we question certain aspects of our life, we hone our critical thinking skills and in turn make better decisions. The lack of questioning could unfortunately lead to complacency and stagnation.

2) The importance of silence or wait time when asking questions. We have to allow students to internalise the questions and formulate their answers without being pressured to answer immediately. While the silence in the classroom can be awkward, giving time for students to think can allow them to better comprehend a particular concept.

Based on the ideas in the video, which do you put into practice as an EL teacher?

Questioning happens at every stage of CLEARR. For example, for Contextualisation, I usually ask funneling questions where I ask closed questions first before moving on to open questions. For the topic of outdoor sports, initial questions include 'Have you tried any outdoor sports before?' or 'Can you name me some examples of outdoor sports?'

Probing and leading questions are important in honing different language skills. These not only encourage the students to analyse their answers but act as a form of guidance to attain the correct answer. I find these very useful in comprehension lessons when dissecting inferential questions.

1) giving the respondent time to answer or wait time. I believe that this pause encourages deeper thinking and leads to more thoughtful answers. By giving the respondent wait time, we are also modelling to the other students the value of patience.

2) the use of open-ended questions. By utilizing questions that begin with "how," "what," or "why", I am able to promote critical thinking and elicit detailed responses. I always use Open-ended questions when conducting oral lessons.

Based on the ideas in the video, which would I put into practice as an EL teacher?

I would use more Open-ended and Probing questions when conducting lessons on Oracy, Writing and Comprehension.

For Composition, by asking open-ended questions, students would be able to share opinions, experiences, and imagination. By doing this, their writing becomes more personal and meaningful.

As for Comprehension, by including either open-ended or probing questions, students are encouraged to reflect on how they know what they know. This promotes metacognition in class.

Why do you think skilful questioning is important for student learning?

Skilful questioning is key for meaningful student interaction, student collaboration and knowledge construction to take place. When students are asked to discuss in pairs or groups, They have to generate possibilities and respond to questions. Good questions encourage them to evaluate new ideas and be active in the construction of knowledge.

How can skilful questioning be enacted in your EL classroom?

Skilful questioning can be carried out at every stage of CLEARR. By focussing on learning-focussed interaction, I have organised mini debates or oral presentations to build a strong foundation in listening and oral skills. By using language purposely, students can offer and exchange feedback/ ideas to their classmates.

• clarity and conciseness of the language

• accessibility of language to students

• lesson objectives

• intent of the question

• the cognitive level of the question

Skilful questioning can be enacted by having group work when doing Oracy so that students can have more social interaction and learn from each other. Through skilful questioning from both the teacher and groupmates, students not only learn content knowledge but also build their listening skills.

Question 2

By asking probing questions, educators can gauge student comprehension and identify areas where further clarification or support is needed.

Diagnosing Understanding

Questioning allows teachers to assess students' knowledge levels, identify misconceptions and tailor instructions accordingly

Deepening Comprehension

Thought-provoking questions can help students analyze information, make connections between concepts and develop a more profound understanding of the material

Question 2: How can skilful questioning be enacted in your EL classroom?

Skilful questioning in an EL classroom can be enacted by using a variety of question types, providing wait time for students to think, and encouraging higher-order thinking. Strategies like Think-Pair-Share, Phone a Friend, and Question boxes can be also used to promote engagement and deeper learning.

Using Different Question Types;

Closed questions; Open-ended questions

Higher-order questions

Wait Time; allow students sufficient time after asking a question to formulate their responses. This encourage higher order thinking which allows students to analyze, evaluate, and create not just recall information.

2) I use a mix of open questioning and specific funneling questions to help guide my students in answering questions and carry on conversations and discussions in class. I also allow wait time for the students to think through their responses, during which I maintain silence and sometimes break line of sight to avoid putting pressure on them.

• co-construct and create knowledge

• use language purposefully and meaningfully

• offer and exchange ideas and perspectives

• give constructive feedback to one another

All these allows students to use the language in a meaningful manner for them to better integrate the information they have learnt.

2) I can enact skilful questioning by providing the platform, space and time for meaningful conversations to take place in the classroom.

• Firstly, expectations must be set so that students are aware that they can share their perspectives without judgement and offer feedback constructively to one another.

• Next, create the time and space for meaningful conversations to take place by setting aside a fixed amount of time weekly to conduct conversations based on various topics of interest.

• Various platforms to allow student collaboration and fostering engagement can also be provided to increase the variety and sense of motivation in the students, such as through ITT in SLS, Padlet, open classroom discussions or use of other Edtech tools like Classpoint.

2) Engaging students at various cognitive levels so as to develop their critical thinking skills

3) Use of various questioning sequence techniques at appropriate junctures during the lesson to develop the students' responses to achieve the specific learning objectives of the lesson

As an EL teacher, I often ask multiple choice questions. Students do not wish to verbalise their answer and prefer using hand signs like thumbs ups.

1. Questions have other purposes like showing interest and diagnose problems, not just to obtain information.

2. Good questions lead to good decisions.

As an EL teacher, I often lean more towards MCQ when asking the whole class. I tend to avoid open-ended questions because I find it challenging to respond on the spot. I think I need to learn more about funneling questions.

As an English language teacher, I actively practice this by getting to know my students individually, understanding their interests, and incorporating those interests into lesson plans. This approach not only makes lessons more engaging but also demonstrates to students that their experiences and perspectives are valued. This is also a strategy in DI.

Teachers can plan purposeful questions etc ask questions that align with the lesson objectives and encourage deeper thinking. We can also utilize wait time and allow pupils to discuss their responses etc "Think-Pair-Share”.

Leading questions are intended to guide students to think deeper yet too much scaffolding may stifle their thoughts or narrow it.

Q2) Based on the ideas in the video, which do you put into practice as an EL teacher.

We use the advance questioning techniques. Leading: To activate prior knowledge and to elicit responses that are favourable to us. We also use it to build students' confidence in responding to questions. Probing questions: Allows students to think more deeply about the information they recall for their answers. We also use it to support assessment for learning to truly understand and where they need help.

Q2) Teachers can use probing questions to deepen thinking. Create a safe space where all answers are valued also encourages students to speak up and share their ideas. Use advanced questioning techniques, allowing wait time, and encouraging student-to-student questioning, help deepen thinking and build communication skills.

1) Concise and clear questions

• short and to the point

• use language that students can understand

2) Clear content focus

• focus on helping students achieve learning objectives

  
  

  3) Direction and structure for the lesson

  • make links to what they already know

  • probe deeper through further questioning

MLU 2

1) Questions can be posed in a sequence where each succeeding question can be built to the previous response.

2) Consider students' readiness and cognitive levels to pose appropriate question to deepen their understanding and to keep them engaged.

In the current complex cyber world, it is important to guide students to be discerning users through questionings so they will be more critical in their everyday reads.

2) purpose of question asked

1b) different types of questions (whether leading or probing etc) should be used purposefully

2) As an English teacher, I would say open ended questions and sometimes leading questions are the types I use most often in class.

• Good questions encourage pupils to be more engaged in the lesson.

• They also bring about further thoughts and depths in the subject matter.

• How you interpret the questions is as important as the questions themselves.

  
  

Q2:

• Importance of silence & ample wait time after asking each question.

• Balance the use of close and open questions

The quality of questions determines the quality of answers. If one gets better at asking questions, one gets better answers. Giving the respondent time to answer the question or "wait time" allows the respondent to think before answering.

Question 2:

I usually ask leading questions, probing questions and rhetorical questions in my lessons.

Skilful questioning stimulates thinking in students. It fosters deeper learning and understanding of the subject, as well as encourages engagement in the learning process. It also hones students' listening and oracy skills.

Question 2:

Ask open-ended, probing and engaging questions that encourage critical and deep thinking. Use "wait time" and Think-Pair-Share to promote learning and discussion.

Students can be encouraged to generate questions from others' responses too.

The way we interpret students' responses matter just as much as the questions we asked.

Question 2:

Giving students time to think in silence encourages thoughtful, high-quality answers. There must also be a balance of differentiated questions.

It also encourages active participation and helps students strengthen their communication skills, leading to confident speakers.

Question 2: Skillful questioning encompasses of open-ended questions to encourage students to explain, justify, and elaborate on their answers.

Scaffolding students' responses will also allow them to deepen their learning.

Facilitating PTP discussions will benefit those who are uncomfortable to be heard in the open.

1. ensure clear and concise questions that are short and to the point, using language within the grasp of the students

2. ensure questions have clear content focus to help students achieve learning objectives

3. ask questions that engage students at various cognitive levels

4. use question sequencing to prompt student thinking and enhance their learning

Questioning plays an important role in discourse. Different types serve various purposes. Using them skilfully is an art that can be developed. At its fundamental level, questioning helps build relationships – allowing one to be clear, precise and heard.

Question 2

Students can be made to feel valued through the types of questions we ask and through the acknowledgement of their answers.

b) I think, often, I used the Leading questions and Probing Questions, more so during my comprehension or reading lesson. But I would like to learn more and practice in my class is the 'wait time' and funneling questions, it is really intriguing at how questioning could widen so much of the students' learning scope.

b) I enact skilful questioning in my EL classroom by building a knowledge building(KB) culture in class. During KB lessons, my students would be given a stimulus question that could be evaluative or rhetorical type question, students will take part in the idea generating exercise which allow students to pen down their ideas upon which we would then continue with improvable ideas where students will read each other's ideas and build on it by including questions, feedback or suggestion as they comment on their peer's ideas. After this exercise, they will then look at all the comments and questions that they had pen down and discuss using these to address or answer the stimulus question that was given to them earlier.

• the question needs to be concise and clear in order to lead my students to provide a specific answer required.

• Clear content focus- this will provide a clear intent of the question

• provide direction and structure for the lesson

• allow students to be engaged at various cognitive level starting with literal type of questions building up to complex questions.

Questions Sequencing would help students to acquire skills at different cognitive level for example:

• start with the same cognitive level - same path

• Extend and lift to allow students to be stretch and think deeper

• Circular Path- could lead them back to look at the initial focus.

• Narrow to Broad or Broad to Narrow depending on the intent of the question.

• Backbone of key questions with probing questions that consist of Literal, Inference and Evaluative questions to create a platform for students to be creative inquirers and construct knowledge.

Q2. Through peer interaction and collaboration with awareness of PACC. Modelling by the teacher and emphasis on empathy and social awareness.

b) Based on the ideas in the video, I would like to explore how questions can help trigger my student's curiousity and think deeper about the topic.

I strongly believe in the importance of asking the right questions to elicit responses from the receiver, and how the inability to do so will in turn yield undesirable results. It also reminds me about the root-cause analysis approach where probing, when carried out effectively, will help one to address the root cause of the problem instead of immediate symptoms.  

Question 2:

I typically ask probing questions when I wish for my students to provide reasoning for their responses; hinging a lot on the ‘why’ and ‘what’. These responses obtained during lessons function as assessment evidence for me to adjust my lessons accordingly.

(1) What ideas in the video resonate with you, and why?

It is important to ask questions effectively as it helps us to gain clarity, encourage meaningful conversations, show engagement & critical thinking, build relationships and solve problems efficiently.

Wait time after asking questions is also crucial as it allows students to process the question and encourages more thoughtful and reflective responses, rather than quick, surface-level answers. It reduces pressure and creates a more relaxed environment where students feel less rushed and thus reduce anxiety.

(2)Based on the ideas in the video, which do you put into practice as an EL teacher?

I would try to use more open-ended questions as it would encourage deeper thinking and reflection. Open-ended questions keep discussions flowing instead of just asking closed questions where students reply with a simple "yes" or "no". This also helps to promote conversation. Open-ended questions also help to foster creativity and problem-solving.

• Enhance quality of interaction

• Heightens students collaboration – making their thinking and reasoning visible, evaluate their own and peer responses and generate new ideas

• enables students to co-create their knowledge and learning, thus promoting them to become creative explorers in their learning

Skilful questioning can be enacted in EL classroom by:

• scaffolding the type of questions students will formulate

• role-modelling the types of questions to be asked

• pre-empting students on how to react and evaluate responses in a positive manner

• using appropriate questioning strategies and practising wait-time to ensure pupils that their responses are heard and valued

(2) Skilful questioning can be enacted in the EL classroom by:

(i) using open-ended questions

(ii) employing wait time

(iii) asking questions that cover different cognitive levels such as remembering, understanding, applying, analysing, evaluating, creating etc

(iv) having students to discuss the question in pairs or small groups

Skilful questioning will facilitate students to think critically before responding, and the responses will in turn facilitate students’ effective collaboration and co-construction of knowledge in classrooms. When students are engaged, the learning is further enriched.

Question 2:

I attempt to do so in every EL lesson, focusing on teasing out students’ responses and in turn after giving wait time, for students to use talk moves to respond/share their views about their peers’ responses. Other strategies used will also include use of collaborative platforms such as google drive or Padlet, allowing students to view peers’ responses and give peer feedback.

Some considerations that I will take into account:

1) be clear of intent of questions

2) be concise

3) ensure cognitive level of the question

• The quality of the question determines the quality of the answer. (I have some reservations about this.)

• We can use questions for an array of purposes such as showing interest and promoting further thought.

• We can consider if we want a qualitative or quantitative or both before asking questions.

• We need to allow for wait time and silence after asking a question.

Response 2:

• I already use a lot of questions (i.e. leading, probing, funneling, rhetorical questions and others) in my EL lessons.

• I particularly enjoy socratic seminars as students are given the autonomy to co-construct knowledge through critical thinking, discussing and questioning.

• However, a questions-based lesson or a lesson where the teacher functions as a facilitator through questioning requires a certain level of student readiness and a lot of time.

• It encourages critical and inventive thinking, promotes active participation and allows for deeper understanding.

• It provides students with a rich language environment to increase their language exposure and foster positive interactions.

• It gives students meaningful opportunities to use and work on their communication and collaboration skills.

Response 2:

• I can use it to promote curiosity and creativity, sound reasoning and decision-making as well as metacognition, allowing students to hone their abilities to manage complexities and ambiguities.

• I can use it as scaffolding by giving the right amount of support to help students think more deeply and succeed. By matching questions to their readiness, I can guide them without making it too hard or too easy.

• Quality questions are concise and clear

  • Keep questions short and to the point

  • Identify language that is not accessible to students

• Quality questions have a clear content focus

  • Pose questions that help students achieve the learning objectives

• Quality questions provide direction and structure to the lesson

  • Pose questions that help students make links to what they already know

  • Help students probe deeper into the topic using further questions

• Quality questions engage students at various cognitive levels

  • Use the Revised Bloom’s Taxonomy when designing questions

• Sequencing of questions

  • Same path

  • Extend and lift

  • Circular path

  • Narrow to broad

  • Broad to narrow

  • Backbone of key questions with probing questions

• Wait time is important to allow the receiver to process a response

• How we interpret the response is equally important to the quality of the questions posed

Question 2:

• For my P5 class, I tend to use more open-ended questions as they are able to manage them.

• For my P3 middle-low ability class, I realise that I tend to ask close ended questions more often than open-ended ones. I do this as my open-ended questions tend to be met with silence. But once I give them options to choose, they use that as a springboard to further elaborate their ideas. Perhaps that is considered a form of differentiated instruction?

• I am interested to see how funneling questions can be applied in my lessons to make my students' thinking visible, especially in composition writing lessons.

• I usually use leading questions and probing questions in lessons.

• It encourages students to make meaning of the content they are presented with

• Generate active discussions and promote student interactions

• Allows students to form and evaluate perspectives while also practising higher order thinking

How can skillful questioning be enacted in your EL classroom?

• Provide students the appropriate language and norms when it comes to the co-construction of meaning (e.g. Talk moves)

• Model skillful questioning to students, and allow them the opportunity to apply the same questioning when they provide feedback for their friends' work.

Considerations to take into account in the teaching and learning of EL:

• Ensure that questions posed do not fall under only one category under Bloom's Taxonomy.

• Ensure that question is constructed concisely and clearly so that student can direct their attention to the requirements of the question

One thing that resonates with me is the purpose of the type of question that we ask. As each question has a different type of purpose for example, while an open-ended question is meant to gather further detail, a closed-ended question is supposed to get a more focused response. Thus, the importance of knowing the purpose of what it is we are trying to achieve before asking the given question

Another thing that I have learnt is the importance of silence. This is crucial especially since it provides the listener the time and space to think about the question thoroughly before responding.

Question 2:

As an English Teacher in the classroom, I would usually use a variety of questions during lesson time. When it comes to responding to a given text or resource, I would prefer to ask open-ended question. The reason for this is I would want to provide students with a broader scope when providing their response. I try not lead them into a response, as I would like to really know how they feel regarding a certain issue.

In addition, giving the students a 'silent' space to think about a question is crucial to. I try not to rush them when it comes to giving a response. As I want them to really think about an issue and to provide a good response, I will need to give them the time to really think about it.

It enables students to be better engaged during the lesson; to really think about what it is that they think about whatever it is that the teacher is going through. In addition, it promotes a higher level of thinking; not just merely restating whatever it is that has been taught.

Question 2 : How can skilful questioning be enacted in your EL classroom?

One way would be to ensure that I ask a combination of question types; to include open-ended questions along with closed-ended questions. This will enable the students to explain why they think in a certain manner. In addition, it will help to structure the discussions that the students have during lesson time. They will have something concrete when interacting with their peers.

One thing to take into consideration is the clarity and conciseness of the language. This is to ensure that the students know exactly what it is that is being asked. In addition, there would need to be clear content focus; this means that it would need to be coherent with the learning objectives. In that same light, the questions will need to provide direction and structure for the lesson; relevant to what is being taught. Otherwise, it will be taken out of context. Finally, the questions will need to engage the learners at different cognitive levels. This is crucial especially since the classroom consists of students with very diverse needs.

MLU 2:

One thing to take into consideration will be the importance of question sequencing. This can be based on any of the following options:

• same path, extend and lift, circular path, narrow to broad, broad to narrow, backbone questions to relevant digressions

Having said that, it is also crucial to bear in mind feedback from the students. This will play a key role in how I ask questions in the classroom; the flexibility and adaptability of it.

ii) What difference do my questions have on my students’ learning?

• I like how the video captured that asking is just as important (or sometimes, even more important), so as to elicit a response.

• There is a place for open and closed questions, depending on the objective of that particular lesson.

Question 2:

I think as an EL teacher, we definitely need to use all the different questioning techniques to facilitate discussions and deepen thinking. Each of the 4 questioning techniques can serve a variety of objectives.

Eg: Rhetorical questions to provide food for thought during opinion/topic based discussions, or probing questions to help deepen thinking when engaging with a text.

2. At the moment, I feel that I do put into practice all of the qns mentioned in the video; chosen according to my perceived readiness of a student. I try not to use closed qns and rhetorical qns too much (if at all), as I believe it restricts students' thinking (not sure if this thinking is right!). I also use the diff qn types at varying frequency with different classes.

• Student engagement - The learning needs to be meaningful, purposeful and interactive. Learning focused interactions are necessary for students to deepen their own learning

How it can be enacted:

• Scaffolding of responses either during class discussions or even during individual work

• Explicitly teaching some types of questions that can be asked and teacher modelling how to respond to these questions

• Providing wait time for students to formulate responses

• effective questions in powerful to promote deeper understanding, critical thinking, engagement and more.

• the careful crafting of questions helps us to guide students' learning, reflection, communication and thus allows students to make better, informed decisions.

Question 2:

• I usually practice "Wait Time" with my students after asking a question. This encourages students to think and come up with a high-quality answer.

(ii) The type of questions asked: leading questions in order for us to clarify further.

Check for understanding

Promote engagement and participation, encourages thinking

Emphasise on learning points/Redirecting students back to the main topic

When questions are asked and students respond, students feel valued to have their thoughts heard during the discussion

(ii) Probing questions, application questions, analytical questioning skills; different types of lessons require different sets of questions to deepen their understanding or for students to apply different set of skills

Clarifying questions help to identify student gaps and misconceptions - through this, you will know if students are with you or in dream land :-P

Depending on the purpose of questioning, type of lesson and desired learning outcomes we might ask a range of questions including open and closed questions as well as all question types under the revised Bloom's Taxonomy.

Part ii

For lower progress learners, questions provide them with the support and scaffolding needed to arrive at the final responses. The questions must be accessible to the students so that they can understand them. For high progress learners, open ended questions are useful for us to understand their thought processes and ensure that the metacognitive processes were meaningfully engaged. Questioning requires some on-the-spot adjustments depending on the students.

• Tr assess students' thinking

• Ss assess their own thinking

• helps students reflect on the content

• help Ss crystalise their own thoughts

What difference does it make for their learning?

• Gives us a clue why they have certain understanding

• helps us to identify and close learning gaps

  • Ss can discuss with their partners when we sense that they don't understand

• Helps to make learning more focused for the Ss. Guides and scaffold learning for Ss

• Purpose of posing questions: Hierarchy of the bloom's taxonomy

• Guiding students and leading them to a particular learning outcome/objective. Types of questions may change according to the situation and the students' responses

• Questioning adapts to the task at hand

• Getting students to articulate their thoughts and making their thinking visible during class discussions

Impact:

• Better able to guide students to the task - Question: How do you facilitate the questioning process from the students (developing the metacognition to go through the questioning process)

• Thinking about their own thinking (Metacognition) - Respond using the talk moves and framing responses

• Use of engaging tools (Class points) - more participation from low progress learners, but also provides a platform for more questioning from their responses

  
  

1) the Teachers' practice of questioning

2) the purpose/s of the questions 

3) the nature and types of the questions 

4) the role of the teacher

2) guide students, engage them in discussions, identify misconceptions and ask more probing questions.

3) open ended questions, leading questions, trigger questions and pause at appropriate time to check student's understanding. Probing questions to get more student's responses

4) facilitator

• Teacher was accepting, open to all types of questions received from the students

• More of a facilitator - students ask questions, but she also redirects some of the questions

• Safe environment for asking questions

• Scaffolded questions

• Student voices - each of them were heard and were given the assurance to share

• Clarifying questions - What makes you say that, to clarify thinking process and confirm predictions

Purpose(s) of the questions:

• Safe environment & enabling student voices - allowed them share more freely and ask more questions

• Assess students' learning

• Get the students to take on different/multiple perspectives, and get them to connect it to personal experiences

• Metacognition - thinking about their own thinking

Nature/Types of questions:

• Open-ended questions

• Literal, Inferential questions

Role of teacher:

• Facilitator of the different questions and then allowing students to come to their own conclusions and answers their own questions.

• Improve quality of interaction amongst the students (asking other students do you agree)

• Empowering students and helps them feel like they can ask without feeling judged

  
  

Teacher pauses at closed ended questions

2) Questions probe thinking about the video and bring students to focus on different parts/aspects/words/visuals of the video

3) Started off with open ended questions

Probing questions to illicit answers (How did you arrive at this answer? - through this, students has to think closely about the evidences)

Perspective taking questions

Closed ended questions (with pauses)

4) Teacher actually did not explicitly give content but facilitated discussion for the students to take charge of generating content

Teacher tried to bring across prediction skills

• One possible limitation: teacher seems to not really deviate from the “scripting” — can’t really respond dynamically to the questions

2) Purpose of the questions: clarification, elaboration (“what made you said so”), recall

—> based on Bloom’s taxonomy

Also, to allow students to listen & respond to one another (IRE); students curates their answers based on others’ responses

3) Nature & type: open-ended; deliberate attempt to enrich the discussion by asking other students their opinions

4) Role of teacher: facilitator; get students to think, instead of giving the answers straightaway (encompasses evaluator, instructor, etc.)

2) use questions to clarify and try to bring students' thoughts to more definition

3) use open ended questions and directed questions to students who are not too participative

4) thought provoking questions such as 'Do you identify with any of the characters? / Who do you identify with? Why?

5) Role of the teacher - a facilitator

1) Utilise both closed questions and follow them up with open-ended questions. Uses questions that encourage student-student discussion. Deliberate and intentional use of wait time - ideal amount given.

2) Stimulate thinking, reasoning & deep reflection in the students. Use of closed questions to help with the pace of the lesson.

3) Aligns with Bloom's Taxonomy, opinion-based questions allow students to share their experiences and relate to the subject topic.

4) Facilitate the discussion - provides a safe space for an exchange of ideas and opinions to take place. Encourages participation from everyone & uses positive reinforcement.

ii) What difference do my questions have on my students’ learning?