How many different

types of questions can

you think of?
 Aim: To explore the use of
questions within inclusive practice
 Objectives:
 To define different questioning strategies
 To compare the effectiveness of
questioning techniques/strategies
 To reflect upon the use of questions within
a differentiated approach.
 Questioning can………
 Arouse curiosity
 Stimulate interest in a
topic
 Clarify concepts
 Emphasise key points
 Enhance problem-
solving ability
 Ensure inclusivitiy
 Encourage students
to think at higher
cognitive levels
 Motivate students to
search for new
information
 Ascertain students’
knowledge level in
order to meet their
learning needs
 Which questioning strategy?
 Question and answer – volunteers answer
 Question and answer – nominees answer
 Buzz groups – volunteers answer
 Buzz groups – nominees answer
 Assertive questioning
 Pair checking
 Witha partner compare the different
questioning strategies and decide which
ones you would use to support inclusive
practice and give your reasons why.
 Differentiated questions
 The types of questions and the manner in
which questions are asked have a direct
impact on the effectiveness of the
questioning and should lead towards
inclusive practice.
 An effective way to differentiate your
questioning is to chunk up or chunk down
using Bloom’s taxonomy as your guide.
 Help for Parkinson

 Michael Parkinson is about to interview David

Beckham and has prepared a list of questions.
But he needs help. Please….
1. Place each question on Bloom’s Taxonomy.
Decide whether it is knowledge,
comprehension, application etc.
2. What are the implications of using
differentiated questions for inclusive practice
in your classroom?
 Examples of effective questioning
techniques
 How can we be sure that…..?
 What is the same and what is different about…?
 Is it ever/always true/false that…?
 Why do……..all give the same answer?
 How do you?
 How would you explain?
 What does that tell us about…?
 What is wrong with….?
 Why is…..true?
 Analysing student’s responses to
questions
 Asking effective assessment questions is one
part of the process of using questions for
assessment.
 Listening carefully to student’s responses and
interpreting them are the other two essential
parts of the process.
 Interpreting the student’s responses is the key
to making an assessment about the student’s
current level of understanding and
misconceptions
Write down one fact from
this session that you think
you should remember.
Get your trainers on – it’s time for a
game of HOTs Tennis!
(Higher Order Thinking Skills)

Because……..
Therefore…….
However……..