Date Class Observation Link to Reference/class

16th 9SCI Today was revision for an upcoming test. Most of the questioning I observed was single - Role of choral response
Aug answer/word responses. The teacher pitched the questions to the whole class and, more (Smith et al., 2004)
often than not, got a unison response of the answer. There were, however, a couple of - Closed-ended questions
students in the class who remained silent. As they were not singled out in any way they did useful for revision (Chin,
not need to contribute. This revision class and questioning method seemed very useful for 2006)
most, but not all, students.
17th 10SCI The teacher of this class works very hard to get longer answer and explanation type answers - Open-ended questions
Aug from students. This seems to work really well to engage most students. They are interested, lead to greater cognitive
and come up with their own ideas. I do notice that this can lead to tangents. An example is load and learning (Craig,
that while learning about genetics and alleles, a student had a question relating to how some 2013; Smith et al., 2003).
people end up with two different colored eyes. This turned into a really interesting discussion, - Flexibility in discussion is
of which almost all students were highly engaged. However, it did lead the class away from needed in open questioning
that days learning intentions. (Chin, 2006).
23rd 10BIO In this class, the teacher pitches a variety of both open and closed questions to the class in - Combination of higher and
Aug general. I notice about half way through that the same 4-5 students were answering the lower level cognitive
questions. I like that the teacher never discouraged them from answering. Instead, she questions (Killen, 2013).
pitched later questions to particular students. This could be by name, or location in the class. - Differential questioning
 In this classroom there were four colors of chair. The teacher said, can someone sitting in a based on specific student
yellow chair please answer this question? or can someone sitting in the back row please ability (Killen, 2013).
answer this question?
30th 11SCI This year 11 class can be particularly challenging in terms of behavior and engagement. I - Lower level questions
Aug notice that lots of questions in this class seemed to be leading, in that the teacher had an often asked to lower ability
answer in her head that she pre-empted, often giving hints until she got the right answer. In classes (Hargreaves, 1984).
some situations, the students seemed to guess answers until they happened to get it right, or - Students playing guess
they simply waited until more and more clues were given until they were practically given the whats in the teachers
answer. head (Hargreaves, 1984).
30th 10SCI Today the year 10s were revising for a test. The routine before a test in this class is that the - Closed-ended questions
Aug teacher writes notes for a poster on the board as students copy and fill in blanks. When this is useful for revision (Chin,
happening I notice the teacher ask is this ok? a bit. In this circumstance, students seem fairly 2006).
responsive. However, I do understand how easy it would be for students to give and - Closed-ended questions
automatic yes or nod of the head to this type of question. This circumstance seems a fairly not getting most out of
good use of closed questioning to gain feedback. students (Craig, 2013).
21st 9SCI Previously the teacher of this class and I had talked about answering students questions with - Relates to probing, and
Sept questions, rather than giving them a straight answer. This is to encourage them to think about asking half-open
the problem themselves in order to come up with the right answer. Students are initially questions- in which closed
 annoyed with this, and almost appear frustrated, but in the end they are much more likely to questions pre-empt open
remember an answer if they figured it out themselves. questions (Hargreaves,
1984).
27th 13BIO The teacher of this class uses mainly open-ended questions. There is quite an art to asking - Important to pitch
Sept open-ended questions that are pitched at a level that students will willingly respond. Some questions at an appropriate
examples of questions that I observed today: level for students (Killen,
How do we know that? 2013).
Why is this the case? - Students must feel safe
What evidence is there to suggest that? and supported within the
classroom in order to offer
higher level responses
(Burns, 1985).