Evidence-Informed Classroom Questioning

Every teacher knows that questioning is a key skill, and one that is used in classrooms every day. However, it is sometimes hard to know the long-term impact of questioning on students’ learning. Even experienced teachers may may not always be certain how best to phrase questions, when to pose questions of various levels of complexity, and how to judge and plan for wait time and consolidation.

This session will draw on the psychology of memory and concept development to provide more helpful guidance on the ‘how’ and ‘when’ of questioning. It will look at recent research on wait time, as well as drawing on the psychology of long-term memory to help ensure that our questioning boosts lasting learning rather than temporary performance. We will also explore the research and debates around wait time, scaffolding of answers, hinge questions to expose misconceptions, and the ‘cold calling’ technique.

Questioning is one of the most powerful pedagogical tools at our disposal, and can help to make learning visible. This session will draw on research evidence to ensure that it is working well for your students.