Changes to the Original Proposal

During the development of this project, a number of adjustments were made to the original proposal. While the initial plan focused on developing a general understanding of questioning techniques, the practical application of these strategies within lessons led to a more refined and focused approach. This section outlines the key changes made and explains how these developments occurred through reflection and classroom experience.

Initially, the focus of the project was on developing a range of questioning techniques, particularly the use of open and probing questions. However, through classroom practice it became clear that the effectiveness of questioning was not only dependent on the type of question asked, but also on how it was delivered. In particular, I recognised that learners were often not given sufficient time to think before responding. As a result, a greater emphasis was placed on the use of wait time to allow learners to process questions and develop more considered answers. This shift led to more detailed responses and improved learner confidence when contributing to discussions.

Adapting Questioning to Vocational Context

Another key development involved adapting questioning techniques to better suit the vocational context of electrical installation teaching. While initial planning focused on general questioning strategies, it became clear that questions needed to be closely linked to practical tasks in order to be effective. This led to a greater focus on using questioning during activities such as cable calculations, circuit design and fault finding, where learners were required to explain their reasoning and justify decisions. By embedding questioning within practical tasks, it became more relevant to learners and supported a stronger connection between theory and application.

Moving from Spontaneous to Planned Questioning

A further change involved moving from largely spontaneous questioning towards a more structured and planned approach. Although questioning had previously been used regularly within lessons, it was not always aligned with learning objectives or used consistently to develop understanding. Through this project, greater emphasis was placed on planning key questions in advance, ensuring they supported the progression of learning within the lesson. This change helped improve the clarity and purpose of questioning, making it a more effective tool for guiding learners through complex topics.

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