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How questionning can be used as an effective teaching strategy.
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This presentation will look in detail at two aspects of a literacy lesson which focussed upon the children’s storybook ‘The Owl Babies’ and the use of questioning as an effective teaching strategy. Analysis of teaching strategies took place during the introductory Progression in Phonics (otherwise known as PIPs) and later within the whole class shared text session. Firstly I will look at the introductory session, which possessed a clear learning objective: for children to be able to generate a number of words containing the phoneme OW/OU. This activity therefore related to acquisition and the recall of the children’s knowledge. The learning objective was fulfilled by a simple activity, the teacher merely asked the children to recall as many OW/OU words they possibly could and then selected each child in turn to come to the front so that they could write words on a prepared chart. This activity consequently included the practising of skills such as spelling and handwriting- both of which can not be learned in isolation. A number of teaching strategies were used within this aspect of the lesson for example the incorporation of visual, aural and kinaesthetic learning styles, use of pace and also of demonstration. However the most noticeable and effective strategy implemented by the teacher was that of QUESTIONING! This complex teaching strategy was used effectively to acquire and enable children to recall their previous knowledge of word generation. The teacher utilised lower order questions in order to do so: Lower order questions are described as those which are concerned with simple recall of information, for example the teacher simply selected a hand from the crowd while expecting an immediate response, This proved an effective strategy as the lower order questions not only encouraged thought and understanding but also allowed the teacher to check the development of children’s: knowledge- ability to come up with a relevant word, concepts- ability to recognise that the word must contain the sound OW/OU skills- and the ability to write and spell these particular words upon the chart.
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