In this fourth video in our Metacognition course, you will turn your attention to Metacognitive questioning. Within this CPD, you will discover the importance of asking Metacognitive questions, before developing the range of strategies that you have available to you.
We all question students in class. It is an incredibly powerful tool to find out if students know the answers. Have they learnt what we have taught them?
But it is more than that too. It is an opportunity to understand the thought process of a student, and to begin to delve into their Metacognitive thinking (and hence develop it).
If we want students to make their seven month gain, one of the quickest and easiest ways is through questioning.
This can either be by yourself, peer-to-peer questions or a group working through a set of pre-defined questions for a task or problem.
Luckily for you, we have all of the resources that you need.
The first documents that you will find below are examples questions for the four key questioning areas: Comprehension, Connection, Strategies and Evaluation.
I have produced a sheet of questions for each of these question types, which:
It should be your aim to make the students so familiar with all of these different questions that they no longer need the prompts but rather, they are automatically asking themselves each of these questions.
We know that students sometimes struggle to answer questions. This is even more true when students are trying to answer Metacognitive questions. The harder the question, the deeper the thinking, but also the more difficult it is for students to generate answers.
To support students, we can provide them with sentence starters. Below, you will find sentence starters that link with all of our key questioning cards. These sentence starters provide students with the help they need in answering all of these questions.
As with any scaffold, as students get more confident in answering these questions, the scaffold can gradually be removed.
These sentence starters are available as editable files as well, if you want to change anything!
We've combined together the key question cut out cards, and the sentence starters, to form a flashcard.
These flashcards can be printed, laminated and given out to students to question each other. If students get stuck answering the question, then they can just flip over the card to find a sentence starter to help them.
The all-in-one questioning resource!
What is it?
Reciprocal Reading is possibly the most common Metacognitive strategy that is seen in day-to-day teaching, most commonly in English. In Reciprocal Reading, groups of four students consider a test, and go through four states: prediction, questioning, summarising and clarifying. These four stages take students through the stages they need to understand a text, and to strengthen their Metacognitive toolbox.
The resources below will support your teaching and use of Reciprocal Reading. The introduction PowerPoint takes you through the stages of Reciprocal Reading, as well as some of the key questions that students will need to be asked and used within their group discussions. The questioning cards, appropriate for all four parts of Reciprocal Reading, are also included. These can be left with groups to guide their discussions on texts, meaning that they can continue to get the benefits of Reciprocal Reading without the need for a guiding adult.
Note - Thanks to Shelly Cozens for producing these resources!
An example of the questions students can use during their Reciprocal Reading activity.
What is it?
If you haven't seen or heard of the Questioning Matrix before, then you've been missing out.
Made by @Mr_Haines and spread far and wide by the Teacher Toolkit, the Questioning Matrix is a superb tool to:
a) develop your own questions to ask students.
b) train students to use to ask questions of themselves and others.
So how does it work?
Select a word from the vertical column and the horizontal column to form a question, such as What Is? or How Could?
Place a image within the centre of the Matrix.
Answer the questions you have generated about the image in the Matrix.
As you go further down and across, the questions get deeper and challenge students further.
How can you use it?
a) Quick and simple starter or do now task for students.
b) inform your own questioning.
c) put students in pairs or groups, and, after training, get them to question each other.
d) get students to develop their own questions and and answers from the Matrix as homework.
e) recall task.
The template and examples and below for you to look though, download and use in your lessons!
The template for the Questioning Matrix from @Mr_Haines
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