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These are lower order questions designed to test recall and understanding. Once this is established, teachers need to ask children higher order questions such as the following: Phil Silvester CBE p.silvester@hotmail.co.uk
In higher order questions there are no right or wrong answers; these questions are designed to stimulate thinking. In the pre-observation meeting an observee and observer may agree to focus the observation and the ensuing learning conversation around the quality of teacher questioning. As a result of their discussions they might ask the simple question: If things are going well, what would we expect to see around the focus area? They might agree from the discussion that the following would be relevant for the nature of the lesson subject matter and the characteristics of the pupils: higher order and lower order questions on a rough balance of 50:50 teacher frame-working questions from lower order to higher order pupils asking questions, lower and higher order, to teacher and to each other pupils being intellectually challenged by questions - all pupils dealing with higher order questions
These are used to both guide the observer's observations and the descriptive data that is collected, as well as shape the learning conversation that follows. This conversation is about deepening understanding around the role and importance of teacher questioning, as well as unpacking challenges and issues such as: the differing needs of individual pupils particular challenges of whole class higher order questioning versus lower order questioning how to measure impact on learning It is hard to underestimate the importance of this pre-observation discussion. Both observee and observer are involved in a deep conversation around what supports effective pupil learning and the vital role of the teacher in this process. By using Bloom's taxonomy as a prop to their discussion, both develop a clear understanding of the focus for the observation and, as importantly, start to develop jointly understood concepts and a common language. The common language acts as a vehicle for learning during the post observation discussion. Reading list University of Southampton, 'Classroom questioning for trainee teachers'. Available at www.pgce.soton.ac.uk/IT/Teaching/Questioning/ (accessed 11 June 2011). S Hastings, 'Questioning', Times Educational Supplement (4 July 2003). R C Overbaugh and L Schultz, 'Bloom's Taxonomy'. Available at www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm (accessed 11 June 2011).