Age 4-6: Rec/Y1 (Kindergarten US) Age 5-7: Y1/2 (K/1 Grade US) 2011 Feedback from Day 3


Teachers had tried ‘starting with the answer’ (e.g. deciding the question given a shape), the ‘odd one out’ and the range of answers. This had been successful for the foundation stage, exciting and enabled children to think of things teachers had not thought of. Children gave honest answers and were not inhibited by trying to give you the ‘right’ answer. Children’s speaking and listening skills had improved and linked well with talk partner skills (best introduced first). The questions were good for mathematics and helped improve vocabulary.

Ellesmere Port

Examples used:


Brighton and Hove

One teacher had used the range of answers (What makes a plant grow?) and found it led to children wanting to test those elements they weren’t sure about, such as coca-cola.
Another used the statement (A tissue paper umbrella will keep the teddy dry) which promoted discussion. Teachers could see children’s thinking and notice misconceptions.

Using ‘the answer is….what is the question?’ resulted in all children engaged and checking each other’s responses.

All strategies promoted children’s understanding of what a question is and gave them freedom because they realised there was not necessarily a right answer.

Brighton & Hove

Suzanne Morgan |

Ellesmere Port, Cheshire

Anne Vickers |


Paul Wilson |


Amy Parry |