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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 objectiv. 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. Help with essay on How questionning can be used as an effective teaching strategy.
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 s.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'.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.The use of lower order questions also benefited this particular session as they enabled the teacher to direct children's thoughts, added necessary pace and significantly fulfilled the learning objectives effectively, evidence for this being that the children accumulated a lengthy list of words a short period of time.However the use of lower order questions within the classroom is not always favoured, for example'The Alps approach' suggests teachers should avoid this particular questioning strategy as it believes a good quality of answer will not be achieved if a teacher simply pounces on a child with such questions. This belief is supported by many authors, such as Chris Kyriacou's'Essential teaching skills' as he states,.‘much research indicates that teachers overwhelmingly ask more closed and lower order questions than open and higher order questions. While in general, open and higher questions are more intellectually demanding and stimulating, and research does indicate that more of these types should be used….However classroom observation indicated that this method of questioning was effective for this particular introductory activity, and contrary to the'Alps Approaches' prediction the general response was of good quality and effectively drew upon the children's knowledge of word generation and phonics..It is clear that this particular teaching strategy was effective in addressing the learning objectives, as well as the needs of a short introductory session; however this form of questioning would not prove as useful in addressing other learning objectives.It is important to note that the teacher did not solely use lower order questions within the whole literacy session and later during a whole class discussion on the topic of owls, implemented several open and higher order question.Higher order questions involve reasoning, analysis and evaluation and are often, as was the case of this particular session, aiming to extend the children's understanding of fundamental concepts and knowledge rather than the simple recall of factual information.In order to understand the effectiveness of this particular teaching strategy, one must consider the learning objective for this aspect of the literacy lesso.For children to be able to classify information about owls and be able to produce an Owl information sheet including details about home, hunting, food and physical appearance.Higher order questions used within this session include.‘Why do you think owls have such sharp talons?.‘What are the benefits of the owl possessing such large eyes?.As previously mentioned these questions are more demanding than lower order questions and therefore require thoughtful answers, the teacher effectively used another questioning strategy in order to obtain such detailed answers, the use of processing time.During the introductory PIPs session little processing time was required, as the aim of lower order questions was to gain immediate factual responses, however the teacher implemented processing time during class discussion to ensure quality responses.Author Joan Dean supports the teachers use of processing time, and clearly points out its benefits.‘Research suggests that increasing the'wait' time for up to three seconds after asking a question can significantly improve the quality of answers. Askew and Wiliam note that'these effects are more pronounced for understanding concepts and principles than for the simple recall of facts..Evidently the use of processing time and questioning was effective in addressing the learning objective, for example children were more thoughtful and as a result were all able to create information sheets of a high standard..In conclusion it is clear that the use of questioning is a complex teaching strategy, and that the teacher was able to effectively use different types of questions to address the needs of the not only the learning objectives but also to appropriately draw upon either, knowledge, concept or skill..
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