Updated: May 16, 2022
The Early Career Framework states that teachers must learn that... Questioning is an essential tool for teachers; questions can be used for many purposes, including to check pupils’ prior knowledge, assess understanding and break down problems.
Questioning is discussed a lot in pedagogy and practice, and I have written about questioning before. Today's article will act as more of a directory of where to find information on questioning techniques/strategies.
Back in September of 2020, one of my earlier posts "Questioning Techniques" discusses why questioning is important and offers strategies for different questioning techniques.
In December of 2020, I discuss "Hinge-point Questioning" and how to structure lessons around key questions students must be able to answer before learning is moved on.
Finally, in January of 2021, I discuss "Socratic Questioning" as an alternative to using Bloom's taxonomy for questioning in lessons.
TeacherToolkit provides some hints and tips in his YouTube video "10 Questioning Techniques by @TeacherToolkit":
Whilst it's not longer "all about Bloom's Taxonomy", it does still have it's place in questioning strategies. TeacherVision have also posted an article entitled "Levels of Questions in Bloom's Taxonomy" which you may find useful and the pdf below taken from Illinois State University provides some question stems based upon Bloom's Taxonomy:
You can also download a Bloom's Bookmark from "Millie Heighway's Shop" on TES to add to your planner:
The following video from TeacherHead discusses how Rosenshine's principles can be applied to questioning and provides useful tips and strategies for your classroom questioning:
Further Reading from the ECF
[Further reading recommendations are indicated with an asterisk.]
Alexander R.J. (2020) A Dialogic Teaching Companion, London: Routledge.
*Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014) What makes great teaching. Review of the underpinning research. Durham University: UK. Available at: http://bit.ly/2OvmvKO
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014) Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. https://doi.org/10.1016/j.edurev.2013.11.002
Donovan, M. S., & Bransford, J. D. (2005) How students learn: Mathematics in the classroom. Washington, DC: The National Academies Press.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Education Endowment Foundation (2016) Improving Literacy in Key Stage One Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/ [retrieved 10 October 2018].
Education Endowment Foundation (2017) Improving Mathematics in Key Stages Two and Three Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/ [retrieved 10 October 2018].
Education Endowment Foundation (2017) Metacognition and Self-regulated learning Guidance Report. [Online] Accessible from:
https://educationendowmentfoundation.org.uk/tools/guidance-reports/ [retrieved 10 October 2018].
Education Endowment Foundation (2018) Improving Secondary Science Guidance Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/tools/guidance-reports/ [retrieved 10 October 2018].
*Education Endowment Foundation (2018) Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit: Accessible from: https://educationendowmentfoundation.org.uk/evidence summaries/teaching-learning-toolkit/ [retrieved 10 October 2018].
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009) The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis. Journal of Research on Educational Effectiveness, 2(1), 1–44. https://doi.org/10.1080/19345740802539200
Hodgen, J., Foster, C., Marks, R. & Brown, M. (2018) Improving Mathematics in Key Stages Two and Three: Evidence Review. [Online] Accessible from https://educationendowmentfoundation.org.uk/evidence summaries/evidence-reviews/improvingmathematics-in-key-stages-two-and-three/ [retrieved 22 October 2018], 149-157.
Institute of Education Sciences. (2009) Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools. Accessible from: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf
Jay, T., Willis, B., Thomas, P., Taylor, R., Moore, N., Burnett, C., Merchant, G., Stevens, A. (2017) Dialogic Teaching: Evaluation Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/dialogicteaching [retrieved 10 October 2018].
Kalyuga, S. (2007) Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19(4), 509-539.
Kirschner, P., Sweller, J., Kirschner, F. & Zambrano, J. (2018) From cognitive load theory to collaborative cognitive load theory. In International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.
Leung, K. C. (2015) Preliminary Empirical Model of Crucial Determinants of Best Practice for Peer Tutoring on Academic Achievement Preliminary Empirical Model of Crucial Determinants of Best Practice for Peer Tutoring on Academic Achievement. Journal of Educational Psychology, 107(2), 558–579. https://doi.org/10.1037/a0037698 .
Muijs, D., & Reynolds, D. (2017) Effective teaching: Evidence and practice. Thousand Oaks, CA: Sage.
Pan, S. C., & Rickard, T. C. (2018) Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756. http://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000151 .
*Rosenshine, B. (2012) Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 12–20. https://doi.org/10.1111/j.1467-8535.2005.00507.x
Sweller, J. (2016). Working Memory, Long-term Memory, and Instructional Design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. http://doi.org/10.1016/j.jarmac.2015.12.002 .
Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 1522, 1–20. https://doi.org/10.1080/02671522.2018.1452962 .
Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641.
Wittwer, J., & Renkl, A. (2010) How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review. Educational Psychology Review, 22(4), 393–409. https://doi.org/10.1007/s10648-010-9136-5 .
Zimmerman, B. J. (2002) Becoming a Self-Regulated Learner: An Overview, Theory Into Practice. Theory Into Practice, 41(2), 64–70. https://www.jstor.org/stable/1477457?seq=1#page_scan_tab_contents .