A number of question templates had been used to ascertain prior knowledge:
What went wrong had been used with 2 lines of symmetry, spelling and punctuation. Children were reasoning and explaining to each other and had to prove their argument
The teachers were making deliberate mistakes ‘fantastic mistakes’ for children to spot.
The odd one out had been used for maths (odd and even) and literacy, via similes, alliteration and phonics.
The statement had been used for Welsh sentences.
Put in order had been used with pictures of famous people and their intelligence.
The questions engaged children, developed teachers’ questioning skills and helped determine children’s prior knowledge.
All teachers had used the odd one out starter for shape, odd and evens and angles. In English lessons used for word classes, non-fiction and fiction and similar story lines. Children had to justify their answers. By using this questioning a Y2 class got this quicker than last year’s Y4!
What went wrong was used in maths (e.g. making a deliberate mistake on the board in column subtraction). Children grew in confidence with picking up teachers’ mistakes.
Starting from the end (e.g. gave the end to a story/the answer is 20/this is an umbrella how can we use it not for rain?). Children’s planning a story was improved, problem solving language improved.
“I used ‘Starting from the end’ as a lesson start in English, focusing on traditional tales. This had a great impact for children because they could add anything before and there was no right or wrong answer. This really highlighted their knowledge of traditional tales and the route they took in their story”. Tom Allen Moorlands C of E Academy
Missing out was used in phonics (e.g. sh_p what could go in there?)
What can I remember was used for writing out how to subtract on a number line.
Always sometimes never made children better at convincing the teacher of their answers or opinions.
“My favourite opening question is ‘What do you notice?’ For instance I put up 2 7 8. Children noticed halves and doubles, 7 and 8 are consecutive, the shapes of the numbers (straight and curved lines). They used the 4 rules with the numbers: 2 + 8, 10 + 7, 2 x 7, 2 x 8, 8 ÷ 2, the difference between the numbers, greater than and less than”.
‘The impact for Years 1 and 2 is that the children are confident at reasoning. Lower achievers can access the task and all children have higher test scores because they revisit concepts daily’. L. Munro Gillingham St. Michaels School