Tunbridge Wells, Kent
Questions from a different point of view, such as ‘Are all wolves bad?’ challenged children’s thinking.
‘What went wrong’ questions for maths really helped children look closely at questions and problems, checking their work and ensuring careful working out.
Asking ‘How did you get your answer?’ or ‘How did you solve that?’ or ‘Why?’ encouraged children to think about different methods of working and opinions and differences.
Questions such as ‘Why does this boat float?’ were good for identifying prior knowledge and misconceptions.
It was suggested that teachers and TAs should listen to each other and be aware of how statements could be turned into questions so that children are learning through questioning rather than being told what to do.
Kettle Moraine School District, Wisconsin, USA
Patricia Deklotz | firstname.lastname@example.org
Kim Zeidler | email@example.com
Tunbridge Wells, Kent, UK
Mel Shackleton | firstname.lastname@example.org