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Observation Sheet Questioning Primary. Topic Phonics au sound

Graduate Standards - AITSL
Professional Knowledge: 1. Know students and how they learn
Professional Practice: 2. Plan and implement effective teaching and learning

Question Type


Do you feel your questions
were clearly structured and
readily understood by the
students?

I started the session going through a series of revision questions to
assess the knowledge of the students. I started with a series of closed
questions such as Who can identify this sound? I asked questions
related to the phonics sound and to identify different ways of spelling
that sound.

Did you use a variety of
question types?

In my lesson plan I structured the questioning starting with
closed question (identify sound)
developing recall questions(what are the different ways to
spell this sound)
Comprehension (gives examples of words containing sound)
Application (provide different words using same phonic
sound au, our, or, ore)
Analyse (identifying different au sounds in author)


What balances was there
between the various
questions types?

During the introduction I seemed to concentrate on a combination of
recall and comprehension questioning. I had to use this method of
questioning as a tool for assessing the students prior knowledge and
understanding. I could then develop harder questions to develop their
knowledge.


Consider both why and
when you made use of the
different question types?

I used the recall and comprehension questions for revision and to help
lower ability students to understand concept. I used application type
of questions so the students could use the information in the correct
way and to apply it to words.

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Distributing and Directing Questions


Did you recognise any
pattern in the distribution of
your questions amongst the
students? Consider
reasons for this pattern?


I used a combination of closed and open questions throughout the
introduction. If the students had difficulty with the new concept au
then I would revert back to recall question to reinforce knowledge. In
several instances the students responses would also map the
direction of the questioning. I made sure that I distributed the
questions evenly amongst them to encourage all students to
participate within the group.


How have you directed
questions to the group?


I asked students to put their hands up if they knew the answer to the
question. I did not encourage shouting out and chose a wide selection
of students with differing abilities to answer questions. All the
students were keen to participate in this session and gave valued
contributions.


Have you used wait time?



It is very important to use wait time especially with primary students
as it sometimes takes longer to process information. There are
different abilities within the group and some answer slower than
others. It is important for all students to feel they are contributing
valid responses. If a child struggled with a response I gave wait time
and encouraged the child to have a think or discuss it with a partner.


Did you make eye contact
with the group as you
directed your questions?

I always made sure when asking questions that I made eye contact
and to also scan the whole class. It is important to model active
listening skills to students and to show interest. When scanning the
class during questioning I can also observe those students who are
not engaged.


Reactions to Students Responses


How do you deal with
correct responses? Do you
qualify any praise given?



I encouraged students to respond by giving praise and
acknowledgement. I would then apply their answers to examples and
would ask the students to spell words on the whiteboard. I was
consistent with praise and used the same enthusiasm for all answers.

How do you deal with
incorrect responses? How
do you deal with students
who stumble and grope for
an answer?

It is important that all the students have the opportunity to
contribute therefore it is just as important to praise their
engagement. Any attempt to participate shows student is having a
go. I would use encouragement and pause to help those students
who were perhaps struggling with the concept. I would use phrases
such as Good try, you are nearly there.
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Do you keep eye contact
with the students until they
have completed an answer?
Do you cut students off and
go onto the next point
before they have finished
responding?


I felt it was important to maintain eye contact during students
response as it shows that I am attending and listening. I should model
good listening skills at all times.
A student should feel that their contribution is valued therefore it is
important not to interrupt or talk over the individual. As a teacher I
should develop their knowledge through questioning but also
develop the students self-esteem and confidence as a learner. In
giving the correct reaction and response I am facilitating this.


What use do you make of
the students responses to
develop the teaching point?
Have you redirected any
questions in order to add to
an initial response?

The students gave valued response to the questions and I encouraged
them to write examples of the words on the whiteboard. One student
realised that the word author has one phonic sound but can be
written two ways. I stopped the lesson and asked the student to
show all the class what he had discovered using the whiteboard.

I redirected some questions at the beginning of the lesson during the
introduction to assess all of the students prior knowledge. Some of
the students answers mapped the direction of the lesson and in one
case I had to redirect the question back onto the topic.


Are you the only evaluator
of the students answers?

My mentor was evaluating my lesson therefore was listening to the
students responses in order to assess my teaching strategies.
Children often listen to peers answers to questions and this can aid
them in their initial understanding of the concept.