Techniques

This section lists a range of questioning techniques, along with guidance on how to use them in lessons. For each technique, consider how it could be used in your subject, and how it might improve pupils’ learning.

Remember that there is no inflexible dogma with Active Questioning. Questioning is a dynamic art and you should feel free to use these techniques in the ways that are suitable for you, with the whole class, half the class, groups, trios, pairs or even individuals if you think it is warranted.

Use the techniques to challenge and engage your pupils in the business of recalling, processing and using their knowledge. Use them to have your pupils link what they know, to analyse and evaluate it, and to help them to speak with greater fluency.

The timing is up to you because your teaching is your call. The questioning promoted in these materials is used at the start of lessons, plenaries or as transition work. The questioning can be the hook on which you hang the whole lesson.

Although the techniques in this section are listed individually, after you have used them for a while you may find it more effective to combine one or more techniques rather than use each in isolation. For example, you could set a speaking target and use alternatives to questions at the same time. The examples of the techniques described in this section sometimes illustrate how one technique may be combined with others.

A PDF setting out the techniques in this section is provided:

Techniques

Some of the explanatory guidance also appears in the teacher handbook.