The development of questioning techniques has had a clear impact on my teaching practice, particularly in relation to learner engagement, understanding and the use of formative assessment. By using questioning more deliberately and purposefully, I have been able to create a more interactive learning environment and gain a deeper insight into learner thinking. This section outlines the key ways in which my teaching practice has improved as a result of this development, supported by relevant educational research.Â
One of the most noticeable impacts of developing questioning techniques has been an improvement in learner engagement during lessons. By moving away from relying on volunteers and instead using strategies such as directed questioning and appropriate wait time, a wider range of learners are now involved in classroom discussions. This has reduced reliance on more confident learners and encouraged participation from those who may previously have been less likely to contribute. As a result, lessons have become more interactive, with learners more willing to share ideas and engage with the content being taught.
Research from the Education Endowment Foundation (2021) highlights that effective questioning can increase participation and engagement by encouraging all learners to contribute. Additionally, providing sufficient wait time has been shown to improve the quality of learner responses, as it allows time for thinking and processing (Rowe, 1986). This reflects the changes observed within my own teaching practice.
The use of more open and probing questions has also contributed to a deeper level of understanding among learners. Rather than simply confirming answers, learners are now encouraged to explain their reasoning and justify their decisions. This is particularly evident during tasks such as cable calculations and circuit design, where learners are required to think more critically about the choices they make. By asking follow-up questions and prompting learners to expand on their responses, I have been able to support a more thorough understanding of key concepts.
Rosenshine (2012) emphasises the importance of questioning as a way of checking understanding and ensuring learners are actively processing new information. Similarly, Black and Wiliam (1998) highlight that encouraging learners to explain their thinking is central to effective formative assessment and deeper learning. The use of these questioning techniques has therefore supported not only knowledge recall, but also the application of knowledge within vocational contexts.
Questioning has also become a more effective tool for formative assessment within my lessons. By asking learners to explain their thinking, I have been able to identify misconceptions more quickly and respond to them during the lesson. This has allowed teaching to be adapted in real time, ensuring that learners receive the support they need before progressing further. As a result, assessment is no longer limited to formal tasks, but is embedded throughout the lesson, providing ongoing insight into learner progress.
Black and Wiliam (1998) describe formative assessment as an ongoing process that informs teaching and supports learning, with questioning playing a key role in this process. By embedding questioning throughout lessons, I have been able to use assessment more effectively to guide learning and improve outcomes.
For example, during a recent cable calculations lesson, questioning was used to guide learners through each stage of the process. Rather than simply checking final answers, learners were asked to explain how they selected values such as design current and how installation conditions affected their choices. This led to more detailed explanations and allowed misconceptions to be addressed during the lesson. As a result, learners demonstrated greater confidence when completing similar tasks independently.
This reflects the principles outlined by Rosenshine (2012), where questioning is used to check understanding and reinforce learning, as well as the formative assessment strategies discussed by Black and Wiliam (1998).