Evolution of my Pedagogy III: Questioning

Bunsen Blue

When I began teaching, I used to use questioning for two main reasons. Firstly, as a way of eliciting ideas I desired pupils to construct. For example, if I was teaching pupils about experimental design, I might ask them why they thought we have only one independent variable in an experiment and lead pupils to build on previous answers – or ‘snowball’. Secondly, I used questioning to check whether pupils had learned the key concepts I intended them to learn that lesson. For example, I might ask pupils at the end of a lesson on compounds, to identify which was the element and which the compound from a list. Today, my questioning is quite different.This is a post about how my style of questioning has evolved since I started teaching. It’sthe third in a series of posts on the evolution of my pedagogy; the first focussed on behaviour, whilst…

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