4-+Ruth+W

Action Research

**How does using questioning and wait time improve engagement in learning?**

**//What happens when we slow down and expect thinking from everyone ?//** **//What happens when the children are expected to ask questions of themselves and other learners?//** ||  || What do I ask
 * Key Questions

myself? || Evidence || Use questioning that allows think time Increase wait time ( Both children and teacher) Deeper questioning and answering ||  || **//What is important therefore//** **//worth spending time on?//** ||  || Teach no hands up questions and putting finger on chin when ready to answer questions More doughnut discussions for editing written language Teach all children to pause and have wait time to give best answers Use Blooms higher order questioning (Use Eric Frangenheim's Blooms chart ) Encourage children to ask and answer open ended questions Teach subject specific questioning (e.g in editing written work ) Give lots of positive oral feedback about the level of thinking being done ||  || **//What strategies (evidence based)//** **//are most likely to help my students//** **//learn this?//** ||  || Children are expecting to wait for others to think when they are ready to give oral responses and are trained to wait This has generally improved engagement in group and whole class discussions. The depth of both questions and answers is better overall. Implications for learning: The training has transferred deeper thinking across all subjects. Most Children are expecting to have to come up with responses and are not just waiting for others to do the thinking. The quality of responses should transfer to reciprocal reading and improve thinking in group work in science, inquiry, and buddy editing in Term 3. ||  || **//What happened as a result of//** **//the teaching and what are the//** **//implications for the future?//** ||  ||
 * **__What is it I want to focus on? (ICT goal either integrating ICT or your pedagogical goal)__**
 * __**What strategies could help my students learning?**__
 * **__What happened? What are the implications for my teaching?__**



||  || What do I ask myself? || Evidence || Children coming up with own new learning goals from peer assessment Children use wiki to record learning goal, what they are doing and what they are learning in literacy ||  || **//What is important therefore//** **//worth spending time on?//** ||  || **//are most likely to help my students//** **//learn this?//** ||  || **//the teaching and what are the//** **//implications for the future?//** ||  ||
 * Key Questions How does self and peer assessment improve learning?
 * **__What is it I want to focus on? (ICT goal either integrating ICT or your pedagogical goal)__**
 * __**What strategies could help my students learning?**__
 * Model self and peer assessment strategies**
 * Peer assessment focus on learning intentions**
 * Children identify their own successes, places for improvement and make on the spot improvements**
 * Use self and peer marking strategies ( green highlighter/orange highlighter)**
 * Use prompts to review 'What have you learnt?' ' What have you enjoyed'**
 * Use Kath Murdoch formats for self assessment**
 * Use ARBS** ||  || **//What strategies (evidence based)//**
 * **__What happened? What are the implications for my teaching?__** ||  || **//What happened as a result of//**