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Questioning and dialogue
Teaching strategies for effective dialogue
Eavesdropping on group dialogue
Teacher listens for evidence of learning either
to transfer ideas from one group to another or
to feed into later whole-class dialogue. Here
they can plan the order in which groups feed
back to orchestrate rich whole-class discussion.
They may prime pupils in preparation for this.
Sometimes they may intervene to stimulate
more effective group discussion.
Questions linked to resources or tasks
A resource is used to help open up an issue
through a specific question – for example, the
two plants discussed in handout 7.1 (part 2).
Resources can be powerful aids if they are
chosen to set up and complement both
challenging questioning and
learning through responses to the challenges.
Wait time after a teacher question
Pupils are given time to reflect independently
on a question, to think and formulate ideas
before being asked to answer.
Big questions
A significant question that cannot be answered
immediately. By its nature, it draws answers
from many pupils and encourages them to
come up with a list of smaller questions they
need to answer before an answer to the big
question can be formulated. Sometimes the
‘smaller questions’ are provided by the teacher.
Rich questions
Open-ended, higher-order questions which
require learners either to link or to apply ideas,
give reasons, summarise or evaluate.
Sometimes they force pupils to ask themselves
further questions to qualify what the question
is actually asking them to explain. The answers
to such questions generally require extended
answers.
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