Questioning to stretch pupils’ thinking in a secondary classroom
Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom.
Cotton’s (1988) research illuminates some helpful evidence about effective questioning:
- Verbal questions are more effective than written questions
- Lessons where pupils are posed with questions have a greater impact than lessons where pupils are not
- Asking questions frequently is particularly supportive of fact-learning
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References
- Brualdi A (1998) Classroom questions. Practical Assessment, Research and Evaluation. 6(6) Available at: https://scholarworks.umass.edu/pare/vol6/iss1/6/ (accessed 07 January 2020)
- Cotton K (1988) Classroom questioning. Office of Educational Research and Improvement (OERI). New Jersey: Northwest Regional Educational LaboratoryCUREE (2018) Creating a Classroom Environment where Pupils Feel Safe to Openly Explore Ideas. Available at: https://my.chartered.college/2018/05/how-can-teachers-ask-questions-to-elicit-feedback-and-create-an-environment-where-pupils-feel-safe-to-openly-explore-ideas/ (accessed 07 January 2020)
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