A couple of years ago I was lucky enough to know that how I questioned kids in the class was not particularly effective. I always seemed to notice ‘the evident’ kid – you know the one. Big personality, or quick to answer, or fearless even if they didn’t really know. That kid. But what about the others? What about the quiet one, the shy one or the ‘I know but I’m not doing it” one? How was I to make sure everyone was asked – and no one avoided participating?
I was lucky enough to read a few books, talk to a few teachers and try out several things to change my ways. So now in my class one of the first things I say is “Please don’t raise your hand.” And so when a student asks why…here’s what I say:
Pair then Share – As a student you will always get to practice or test out your response with your partner first. You will have time to try. You will also have time to ‘investigate’ – using your notes or a dictionary - to find a possible answer. Having time to do this means that your input alone will not be on the line and that you both can work towards an answer if you need to.
Anyone could be asked – Your name is written down on a popsicle stick in a bag on my desk. When I look for responses I will draw one. I won’t call on you because you were ‘off task’ and caught my eye. I won’t use your name as a punishment. However, if your name comes up, I will expect you to be ready to answer.
Answers not Avoidance – When I call on you its with the idea that you will be answering. “I don’t know” doesn’t get you off the hook. No, I will put your name aside and ask you to show me (by nodding for example) when you have found your answer. If you still not sure I will help you, with hints and examples, in finding the answer. Even if another student helps out you will be asked to give the final full answer.
The art of questioning is, for me, a journey and I am nowhere near the end! Do you have something that works well for you?
We’ve been advocating this technique of Hands Down for a long time. It works, but it takes time. There are issues with the shy students who feel worried about answering in class and you have to ensure that the classroom is a “safe” environment for them to speak. Also there are issues at the other end with those pushy students who used to answer all the time. They can feel sidelined and resent that their performance in the class has been cut short. To overcome both these problems you can use mini-whiteboards in the class which allow ALL students to give their answer. It works! (See http://tinyurl.com/c7kcztb for how to do this.)
Absolutely! Teenagers, particularly, CAN do this as long as they are taught to do so explicitly. My students and I talk about this in our book as one of the ways that they felt more engaged or “part of” the class because raising a hand to speak was not the “procedure”. Love it!
Cheers!
What a great article – totally affirming of what I am trying so hard to do in my prep (5 year olds) class. We use online “Random Name Selector” which the kids absolutely love. They even ask for it now!
Getting other teachers onboard with it is a whole other issue though. Love the idea of mini-whiteboards – will be suggesting this idea to others.
Eyes — you need to study their eyes. The shy student who wants to be heard will give you that “I’m a shy student who has something to say” look — but you have to pay attention. (This can also be found in a change in posture or expression.)
Frequently when we read controversial texts, I ask ALL students to share the sentence that they liked the best, or the one that they disagreed wit h the most. This allows everyone to be heard and is a great starting point for a class discussion or debate.
You might find parts of this documentary interesting in respect of hands down teaching – http://fm.schmoller.net/2012/05/both-episodes-of-dylan-wiliams-the-classroom-experiment-now-available.html
In high school history classes, I sometimes use the method of having all of my students write down an answer to a question on scratch paper. Students are given some time to write their reply. With this method, theoretically, all students are actively involved. If I want, I can have a few students read their responses, even if some have similar answers.
These are actually adaptations of the strategies from the book, “Teach Like a Champion.” The strategies work, and not just with so-called, “urban students.” They also work with White students in independent schools who are struggling learners, or who’ve not been held accountable to a large degree in their learning environments. Ineffectual learning doesn’t always occur in “urban” environments. I’ve taught at four different predominately White independent schools, and there was ineffectual teaching in each of them.
Great Article. In the real world, when you are required to answer a questions you’re not jumping up and down out of your seat to answer your boss. This technique prepare students to have real discussions and to fully listen to what is being said and not focusing on being the loudest one saying “ooh ooh…me, me”.
When using this technique you must remember to do the following: Teach your students to be active listeners and teach your students to be patient with those that may struggle. Pair then Share is a great method to do both.
Answers Not Avoidance is so important when questioning. Another strategy I learnt from Dylan Wiliam is Basketball Questioning: pose a question, pause, ask another student to evaluate the answer given, then ask a third student to explain why their answer is right or wrong.
http://edu.blogs.com/edublogs/2012/02/stop-ping-pong-questioning-try-basketball-instead.html
I do all of what you do, (though I occasionally forget and revert to calling on hands). Posted on my wall, I have this notice:
Illegal answer: “I don’t know.”
Legal Options:
Please repeat the question.
I need time to think.
May I check my notes?
“Phone a friend” (for those times when it’s necessary). The student is responsible for being able to summarize the friend’s answer.
Great article and responses. I teach 8th grade and most of my kids know I don’t call on kids with raised hands…so much evidence supports cooperative learning like think pair share. You really do get more buy in from the kids. All you need to do is raise your standards and hold everyone accountable for each other. And the questions we ask are also a key to getting kids to want to respond. When I see I have stumped a student, I will often “use phone a friend” – that way the kids raising their hands get recognized, just not by me.