Questions

The emphasis on effective questioning is evident in much teaching literature (Arthur, Grainger and Wray 2006, Thompson 2003, Hopkins, Gifford, Pepperell 1999). Most of this literature advocates the use of open questions.

Way (2008) suggests that too often teachers have a tendency to turn questions into instructions and thus, diminish the value of the investigation.

Questions should stimulate discussion, prompt a detailed enquiry and form a backdrop to the whole investigation. it is important to provide sufficient take-up time for the pupils to interpret and think about the question that has been asked (Barmby et al. 2009).

Engage in talk (listen, analyse and discuss)

How did you think about the problem?

What was your first step?

What did you do next?

Why did you do it that way?

Can you think of a different way to do it?

How do the two ways relate?

What would you change about the problem to make it easier or more difficult?