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1. Pose, Pause, Pounce & Bounce
A strategy for structuring questioning in the classroom, to ensure thinking time, selection of students to answer and
collaborative sharing of ideas and response.
Pose – Teacher poses the question as a big question for all to consider and form a response to.
Pause – Teacher gives thinking time and possibly discussions/thinking together.
Pounce – Teacher selects who will provide and answer (no hands and not hands up).
Bounce – Teacher ‘bounces’ the answers from student to student developing the ideas/encouraging all to add their views
or extend the e.g. depth and breadth of answers.
2. D E A L
DEAL is often used in science to explore:
· ideas about what is seen (experiments or phenomenon)
· to develop the thinking and analyse these perceptions
· make links with previous learning and convey understanding
· develop the ability to apply what has been learnt
· make connections with other areas of previous learning.
3. SATIP
A strategy for beginning to engage with ‘Reading’ any text. This develops in the reader, further questions in order
that they then form a sense of meaning from the text, to develop understanding and before the teacher might use
Blooms Taxonomy to set more challenging questions.
1. Sense – or meaning – what is it about?
2. Audience – or tone – who is it intended for?
3. Technique – what are the techniques that have been used - what is their effect?
4. Intentions – What was the writer’s purpose?
5. Personal opinion – what is your reaction – what do you start to conclude?
4. IDEA
Identify the key questions in relation to the learning intentions for the lesson
Decide on the level, order and timing of questions
Extend the questioning - thinking of subsidiary questions to ask
Analyse anticipated answers and responses you might give
5. KWL and QUADS Grids
Popularised by David Wray and Maureen Lewis, and included in the training programme for the introduction of the
Literacy Strategy, these grids have been shown to be useful tools in self-assessment and involving children in their
own learning. In a similar approach to concept mapping, the grids structure a child’s thinking, starting with the activation
of prior learning and leading to the identification of learning needs and a recognition of progress.
Evidence from use shows that a key positive outcome is the increased willingness and confidence of children to
raise and record their own questions. The approach is seen as particularly useful in structuring research tasks,
in many areas of the curriculum.
What do I Know
What do I Want to Know?
What have I Learnt?
A similar framework is QUADS (Cudd, 1989). One suggestion is that it can be used effectively to follow a brainstorming
session, to help children structure and record their thinking.
Wray and Lewis observe that an interesting feature is the splitting of the answers into two parts, the answer and the details.
This could be presented as the ‘short’ answer and the ‘long’ answer, first summarise your answer and then give the detail.
The inclusion of the ‘source’ column is seen to encourage the development of good habits in research.
-- schoolsonline.wigan.sch.uk
Creative questioning using SCAMPER
SCAMPER, devised by American Bob Eberle, is a useful technique to extend all pupils' thinking and can provide real
imaginative opportunities to all pupils to extend their work. The SCAMPER technique uses a set of directed questions
which pupils answer in order to come up with new ideas. The stimulus comes from answering questions that you (as a teacher)
and pupils (as learners) would not usually ask. It helps pupils to ask questions that require them to think 'out of the box', helping
to develop their critical thinking skills. It's also a useful tool for creative writing and a stimulus for role play.
Remember, you don't have to use all the steps in SCAMPER.
Use it to spark off creative development and then let pupils work on their own. If they get stuck, they can return to the
SCAMPER framework.
Other uses for SCAMPER
SCAMPER makes a good starter activity for all sorts of lessons.
Show pupils an object (probably from a school or museum collection) and ask them to use the SCAMPER technique to
come up with uses for the object.
Show or project in large scale for pupils an image (probably taken from the web or an illustration from a book) and ask them
to use the SCAMPER technique to come up with descriptions of alternative images relating to the SCAMPER technique
.
-- The National Society for Education in Art and Design (NSEAD)
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