What caused the
eruption?
When was the
eruption?
What type of plate boundary created this
volcano?
How would you monitor the volcano?
How many died?
What were the responses?
Why was it a lateral
blast?
Plan of a lesson. But do I know the type of
questions I / the students will use / create?
Objectives
Starter
Main
Plenary
1.
2.
3.
4.
To identify and sequence the causes of the volcanic eruption
To rank the effects of the eruption for damage + a category you create
To prioritise responses for the last eruption and future eruptions
To create a monitoring strategy for the volcano
Question of Sport style bell work – watch the stop animation what happens
next? What happened before?
•Using the provided pack as a table of 4 each chose an objective to become
tutor of and explore the pack plus the iPad Google drive file for each objective.
•Each student uses Peer Kagan evaluation with the 7 tables for their objective
•Redraft
•Peer teach as a table
•Kagan 1-4 2-3 from each table switch and feedback what they have been taught
from their group. Were they taught the samething? Did they learn anything
extra?
Answer wall and Q wall each of the objectives
Closed/Hinge point?
Question Wall!
The Question Plan
print and scribble your way to deeper thinking Questioning!
TV style Qs?
Objective Questioning
Question of Sport
What happens
next/before
Blockbusters
Socratic Qs/
Going for
Gold
Clarify
?
PPPB
Columbo - What if...?; suppose...? What
would change if?
Question Monitoring (pupil names / focus)
Viewpoints and
perspectives
Teacher Led or Student Led?
Q ordering. Number your generated Qs for
appropriate stages of when to introduce them.
Question Grid
?
What?
Event
Question
grid Qs
Where?
Place
When?
Time
Which?
Choice
Who?
Person
Why?
Reason
How?
Meaning
Is?
Present
Did?
Past
Can?
Possibility
Would / could?
Probability
Will?
Prediction
Might?
Imagination
Question continuum
Question style
Objective focused Questions
Closed/hinged
TV Questioning - Pointless, Blockbusters,
Question Of Sport, Mock The Week, Going For
Gold
Columbo Qs - Just 1 more question..
What if...?; suppose...? What would change if?
Question Wall
PPPB
Question Grid
Question Continuum
Socratic Qs / Circles
Question Monitoring
Questions for lesson
Deeper Q
Question Grid
?
2nd
Is?
Present
Did?
Past
Can?
Possibility
Would
/could?
Probability
Will?
Prediction
Might?
Imagination
What?
Event
1st
Where?
Place
When?
Time
Which?
Choice
Who?
Person
Why?
Reason
How?
Meaning
Question Style:- Blockbusters, Going for Gold, Pointless, Question Wall,
Question Focus:- define, describe, analogy,
What Happens Next/Before, PPPB, Objectives Qs, Thunks,
explain, comment, classify, compare and or
‘If this is the answer…what is the question?’,‘Just One More Questioncontrast, cause, effect, sequence, create,
What if…?; Suppose we knew…?; What would change if…? Socratic questioning
analyse, evaluate, generalise, predict
and Socratic Circles “Why do you say that?” ….“Could you explain that further?
What is the counter argument for..? But if that happened, what else would result?”
or “How does… affect ….? ”Hinge point questions, Question continuum,
Underline your Q Style / Focus
Questioning monitor
Solo using question matrix
How am I using solo with the Question Matrix?
Closed/Hinge point?
Question Wall!
The Question Plan
print and scribble your way to deeper thinking Questioning!
TV style Qs?
Objective Questioning
Question of Sport
What happens
next/before
Blockbusters
Socratic Qs/
Going for
Gold
Clarify
?
PPPB
Columbo - What if...?; suppose...? What
would change if?
Question Monitoring (pupil names / focus)
Viewpoints and
perspectives
Teacher Led or Student Led?
Q ordering. Number your generated Qs for
appropriate stages of when to introduce them.
Question Grid
?
What?
Event
Question
grid Qs
Where?
Place
When?
Time
Which?
Choice
Who?
Person
Why?
Reason
How?
Meaning
Is?
Present
Did?
Past
Can?
Possibility
Would / could?
Probability
Will?
Prediction
Might?
Imagination
Question continuum
work evidence
Socratic Questioning
Questions for Clarification
• What exactly does this mean?
• How does this relate to what we’ve been
talking about?
• What is the nature of…….?
• What do we already know about this?
• Can you give me an example?
• Are you saying…….or……..?
• Can you rephrase that please?
Questions that challenge assumptions
•
•
•
•
•
•
What else could we think of?
You seem to be saying…….?
Please explain why/how?
How can you prove or disprove that?
What would happen if……..?
Do you agree or disagree with?
Questions that probe reasons and
evidence
•
•
•
•
•
•
•
•
How do you know this?
Show me……?
Can you give me (your group) an example of that?
What do you think causes…….?
Can you explain………?
Are these reasons valid enough?
Why do you think that?
What evidence is there to support what you are
saying?
Questions about viewpoints and
perspectives
•
•
•
•
•
•
•
•
Are there other ways of looking at that?
What do you think?
what is the difference between…... and……?
Why is it better than……?
What is the opposite view?
What are the views of your partner / group?
How are…… and ……. similar?
What are the strengths and weaknesses?
Questions that probe
implications and consequences
•
•
•
•
•
•
•
•
Then what would happen?
What are the consequences of that?
How could…….be used to…….?
What are the implications of………?
How does……. Affect…….?
How does…… fit with what we learned before?
Why is …….. important?
What is the best…….? Why?
Questions the question
•
•
•
•
•
What was the focus question?
What other questions could relate to it?
Is the question valid?
Does the question give a definitive answer?
Do the resources at hand allow us to explore
the question?
• Are you saying…….or……..?
• Can you rephrase that please?
Solo using photo analysis
• Read my blog for this and see the solo
possibility
• http://sayersjohn.blogspot.co.uk/2013/02/des
cribing-photo-20-different-connected.html
Solo ‘Stack Em’ – Jenga
At the weekend one of my best
friends @redhea79 took me out for a
walk. As always with us it didn't take
long for the conversation to focus on
teaching (I know, I know).
Andy told me a strategy that he has
used and I LOVE IT!
Firstly you need a set of Jenga like
bricks. Tesco do a set called 'Stack Em'
and they cost £5.
These are the stimulus resource.
Step 1
• At the end of a topic or as
a revision lesson activity
get students to note on
each brick a keyword from
the topic. This is a quick
AfL task as you can see
what they remember. I get
mine to do it as a quick
plenary or a quick starter.
• 7 groups working in 4s
• Peer assess – who has a
higher stack.
• Class review / evaluation
against glossary
• Colour the bricks. I get students to do it as a
bit of success criteria development against
level ability.
• The more difficult terms relate to higher level
thinking down to the name of a landform as
low level. I get students to do this on the
outside of the brick.
• Students could then stack them related to
significance, cost, creating a ranking sequence
to the tower. They could evaluate each others
blocks and students try to work out how they
are ranked.
• The block could be classified into human /
physical or environmental. So before you even
play the game you have thinking driving the
learning.
• The 4 sides to the brick could link to categories
such as economic, environmental, social; or
the 2 opposite sides opposites or
positives/negatives. And so it continues....
Step 2
• Students in tables of 4 in my room play to remove the
bricks. They can do that related to their target so if
they are a C target they go for pinks or if they are a B
the orange. This is creating the Stretch and
Challenge.
• When the student draws out a word they have to say
what it is. the rest on the table could do a Kagan task
with it to keep then active rather than passive. 1s
draw it, 2s describe it, 3s associate or dissociate from
it with another brick for 6 degrees of separation from
it or say as many words that are connected to it and
count. I use this as a quick timer for the others to
move on when they think is right.
• Each brick that comes out, students can try and think
of an overall connection or a theme for later that
they will use with that keyword as the focus
(EXTENDED ABSTRACT THINKING) (linked to brains
on the table). I feel I am getting some qualitative
formative assessment from it by verbally checking
students.
Step 3
Step 4 brains on the table David Leat link
• The game will play out till the block
collapses. Then we move onto the next
task of 'Brains on the Table' the idea is
that students sort the bricks however
they want to (or by the criteria you give
them on the board. So that you have
control if you feel you need it to then
make a direct comparison between
groups.
• Students could then cross to another
groups brain on the table to get ideas,
compare / contrast ask for help a hint
etc.
• I got students to do solo connecting of
a landform. Create a list of bricks for a
specific landform say like in my
example : A Volcano
Stage 4
• Do students know the 2
types they need to know
for the exam? I can check
so a hinge point question
to start.
Do they know one thing
about this type of volcano
to make them a uni
structural learner? They
might know it has gentle
slopes.
Stage 5
• Multi-structural
students bring in
more bricks to
surround it but they
are not connected
they are just
associated with a
shield volcano.
Stage 6
• Relational students are
creating links between the
key words so for example
they are connecting gentle
slopes with low viscosity
basalt lava.
Students could then with all
these key terms draw on
paper or I prefer the table
with a whiteboard pen a
diagram to incorporate the
key terms and to keep
connected parts together.
Stage 7
• Students could take
one of the keyword
and change the focus
of it all or take of the
key words and apply
it to something else extended abstract
thinking:)
Stage 8
• Each table of students could have different
terms in their pack and so then you could
create cross table bridges to connect terms
together for the big picture:)
Stage 9
• You could write differentiated terms around the
brick so runny lava on simple term side becomes
low viscosity basaltic lava on the Geography Key
side / literacy so a mini thesaurus task
Y12 photos to next level
• The bricks are then connected together to create a connect
the learning of the unit to create a 3D relational structure!
• Explain how as they connect - Oracy