Example: tourism industry

Questions worth asking - School Development …

Carole SullivanTLF consultant? ?? ?? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ?? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ?The Brighton & HoveAssessment forLearning projectQuestionsworth asking " assessment for learning is any assessment for which the firstpriority in its design and practice is to serve the purpose ofpromoting pupils' learning . It thus differs from assessmentdesigned primarily to serve the purposes of accountability, or ofranking, or of certifying assessment activity can help learning if it providesinformation to be used as feedback, by teachers and by theirpupils, in assessing themselves and each other, to modify theteaching and learning activities in which they are assessment becomes " formative assessment " when theevidence is actually used to adapt the teaching work to meetlearning needs.

Questioning Assessment for Learning - 2003 1 Introduction Over the last year teachers in Brighton and Hove have been looking at ways to develop effective use of formative assessment as a means of

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Transcription of Questions worth asking - School Development …

1 Carole SullivanTLF consultant? ?? ?? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ?? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ?The Brighton & HoveAssessment forLearning projectQuestionsworth asking " assessment for learning is any assessment for which the firstpriority in its design and practice is to serve the purpose ofpromoting pupils' learning . It thus differs from assessmentdesigned primarily to serve the purposes of accountability, or ofranking, or of certifying assessment activity can help learning if it providesinformation to be used as feedback, by teachers and by theirpupils, in assessing themselves and each other, to modify theteaching and learning activities in which they are assessment becomes " formative assessment " when theevidence is actually used to adapt the teaching work to meetlearning needs.

2 "(from Working inside the Black Box assessment for learning in theclassroom. Paul Black, Christine Harrison, Clare Lee, Bethan Marshall& Dylan Wiliam. 2002)This document (formatted for production ideally asan A5 booklet) can be downloaded click on the TopTen Essentials : Slamnet : ( assessment at the Suffolk learning and Management Network) The Key Stage 3 Strategy materials QuestioningAssessment for learning - 20031 IntroductionOver the last year teachers in Brighton and Hove have been looking atways to develop effective use of formative assessment as a means ofimproving pupils' attainment and of engaging them more actively in is an integral part of all strands of formative assessment , or" assessment for learning ": self and peer assessment , feedback, sharinglearning intentions and using summative assessment formatively.

3 It is anarea traditionally characterised by a good deal of "instinctive" practice what teachers "just do". However, teachers working within theAssessment for learning project in Brighton and Hove have found ithelpful to reflect on that practice in order to identify ways to developquestioning techniques that enhance their teaching, promote higherorder thinking and thus improve learning . Extending the repertoire ofquestioning strategies employed has also been noted as having amarked effect on pupils' motivation to aim of this booklet is to share some of our work on developingquestioning and some of the practical ways teachers have improvedtheir practice in this area. Much of it will not be new; it simply collectsideas for teachers to use and adapt as they see fit to match the learningneeds of their can use the booklet in a number of ways Read it all - sharing the theory and the ideas Skim through, focusing on the bold text - the "key ideas" Start with the strategies - usually boxed text.

4 Try one or two. Ifthey are helpful - try some others, then revisit the theory later toreflect on your practice and develop it any case, we hope the booklet will stimulate you into thinking furtherabout your - and your pupils' - use of questioning. We have tried toleave some space for you to jot down your own adaptations of strategiesor ideas about when you could use particular things. It will only besuccessful if it is used. We look forward to hearing any SullivanTeaching & learning Consultant,Brighton & Brighton & Hove AfL project2 The Key Stage 3 National StrategyWhy is questioning so important to assessment for learning ?Questioning is the key means by which teachers find out whatpupils already know, identify gaps in knowledge andunderstanding and scaffold the Development of theirunderstanding to enable them to close the gap between what theycurrently know and the learning are the most common form of interaction between pupils andteachers, yet research suggests that the majority are recall andcomprehension - lower order Questions which do not require pupils toactively process information.

5 It is only in active processing that the pupilachieves deep level learning . In order to raise pupils' levels ofachievement they therefore need regular practice in higher orderthinking - analysing, synthesising and evaluating. Focusing on the kindsof Questions we ask in classrooms and the strategies we use can helpus achieve serve a number of essential purposes. For example they: Give immediate feedback on pupils understanding, which canthen be used by the teacher to modify the teaching. Help pupils to develop their thinking from the lower order concreteand factual recall type to the higher order analytical and evaluativewhich promote deeper understanding. Higher order Questions helppupils explore ideas and make connections, helping pupils see the"big picture" of the learning . This in turn leads to greater motivationand improved engagement.

6 Prompt pupils to inspect their existing knowledge and experienceto create new understandings. Articulating understanding helps toclarify it and improves the likelihood that it will be retained. Focus pupils on the key issues and enable teachers and pupils tosee progress over time. Model for pupils how experienced learners seek meaning- movingthem towards greater for learning - 20033 Planning key Questions and embedding them early in lesson - often inthe learning objective - has been particularly effective. Recordingthese in medium term plans/ schemes of work has encouragedteachers to share the essence of what they want pupils to know andunderstand, to communicate this to pupils (sharing learning goals) andto find ways of checking these have been achieved in lessons throughplenary is this feedback which in turn enables teachers to tailor theirteaching to what pupils need to know next that enables theassessment to be for rather than of Brighton & Hove AfL project4 The Key Stage 3 National StrategyTop Tips.

7 Planning for fewer, better your learning intentions - link your key Questions to themPlan a few key Questions to use, perhaps collaboratively, orwithin medium term plansExtend the key Questions with subsidiary Questions to the techniques you will employ - asking the samechild follow up Questions to probe understanding. Where willpupils need most "think time"?Analyse the answers you are given and decide on "follow-up"responsesMake the Questions a focus for recallDecide on the level and order/timing of Questions . Stage themso that the level of challenge increases as the lesson 's taxonomy, reproduced in the chart below, can helpwith suggests that pupils need to have knowledge beforethey can understand it and that they need to understand itbefore they can apply it in different contexts. They need to beable to handle these "lower order" skills (knowledge,comprehension, application) before they can analyse andcriticise.

8 This is necessary before they can combine differentkinds of knowledge to create new understandings, (synthesis)after which they can then move on to evaluate, the "highest"order. Moving between these stages demands increasinglycomplex thinking by the may well be exceptions to this, but Bloom's is helpfulwhen scaffolding Questions . If pupils cannot answer questionsof a specific type, the teacher can lower the order to take themback to what they can do, then build it up for learning - 20035 Bloom's TaxonomyWhat pupils needto doExamples of possible questionstructuresKnowledgeDefine, recall,describe, label,identify, match,name, stateWhat is it called?Where does .. come from?When did it happen? Who?What types of triangle are there?ComprehensionTranslate, predict,explain,summarise,describe, compare(events andobjects), classifyWhy does what is happening in how is Tim feeling at this point?

9 What are the key how,Solve,Try it in a newcontext,use, interpret,relate, apply ideasWhat do you think will happen next?Why?So which tool would be best for this?Put the information into a graphCan you use what you now know , explain,infer, break down,prioritise, reasonlogically, reasoncritically, drawconclusionWhat patterns can you see in theways these verbs change?Why did the Germans invade?What assumptions are is the function , create,compose, combine,reorganise, reflect,predict, speculate,hypothesise,summariseCompose a phrase of you own usinga syncopated rhythmWhat is the writer's main pointWhat ways could you test thattheory?What conclusions can you draw?EvaluationAssess, judge,compare/ contrast,evaluateWhich slogan is likely to have thegreatest impact?Should they develop the green-fieldor the brown-field site?Which was the better strategy touse?Try to use the steps in the taxonomy to plan sequences ofquestions in a lesson or to plan objectives for lessons over aperiod of time to make sure they are making increasinglychallenging cognitive demands on Brighton & Hove AfL project6 The Key Stage 3 National StrategyStrategies to improve the distribution of your questioning1.

10 Introduce hands down questioning - where you decide who to the pupils clearly "This is a hands down question - I expect youall to be able to give me an answer, even if that answer is 'I'm notsure'." It takes some training, but it's worth it!2. If you tend to question the same pupils try moving about theclassroom. Teachers seem to ask those pupils seated in a sort of"shifting spotlight " in front of them By moving to different areas of theroom you are likely to ask a wider range of pupils3. Distribute slips of paper/card at the beginning of the lesson. Aspupils answer a question , they hand over one of their can see clearly who has still all their cards and can targetan appropriate question ! This technique also allows teachers toengage reluctant pupils, who may be given fewer for learning - 200374.


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