Knowledge and Skills Developed

Through the development of questioning techniques, a number of key knowledge areas and practical teaching skills have been strengthened. This section outlines how my understanding of questioning has developed and how this has translated into changes within my teaching practice. The focus is on how questioning has been used more deliberately to support learner understanding, engagement and formative assessment.

One of the key developments in my practice has been the ability to plan questioning more deliberately as part of lesson preparation. Previously, many of the questions used within lessons were asked spontaneously, often focusing on checking whether learners had followed instructions rather than encouraging deeper thinking. Through this project, I developed a clearer understanding of how questioning can be structured and used intentionally to support learning.

As a result, I began to incorporate planned questions into lesson preparation, ensuring they were aligned with the learning objectives and designed to progressively develop learner understanding. This included sequencing questions from simple recall-based questions to more open and probing questions that required learners to explain their reasoning. For example, within a cable calculations lesson, initial questions might focus on identifying key values such as design current, before progressing to questions that require learners to justify their choice of cable size and consider the impact of installation methods.

This more structured approach to questioning has improved the clarity and purpose of my teaching. By planning questions in advance, I have been able to guide learners more effectively through complex topics and create opportunities for deeper discussion. This reflects the principles outlined by Rosenshine (2012), who highlights the importance of carefully structured questioning to support understanding and maintain learner engagement.

Improved Planning of Questioning

Questioning as a Tool for Formative Assessment

Another key area of development has been the use of questioning as an effective tool for formative assessment within lessons. Initially, questioning was primarily used to check whether learners had completed tasks or understood basic instructions. However, through this project, I developed a greater understanding of how questioning can be used to gain deeper insight into learner understanding and identify misconceptions in real time.

By asking more open and probing questions, I have been able to encourage learners to explain their reasoning rather than simply provide short answers. This has made it easier to identify gaps in understanding, particularly during more complex topics such as circuit design and fault finding. For example, rather than asking learners to confirm a calculation, I now ask them to explain how they arrived at their answer and what factors influenced their decision. This allows misconceptions to be identified and addressed more effectively during the lesson, rather than after assessment has taken place.

This approach reflects the principles of formative assessment, where questioning is used to monitor learning and inform teaching. Black and Wiliam (1998) emphasise the importance of using assessment strategies that provide ongoing feedback, enabling teaching to be adapted to meet learner needs. By using questioning in this way, I have been able to respond more effectively to learner understanding and provide more targeted support within lessons.

Example of Questioning Development in Practice

Before
“What is the design current?”

After
“Why did you choose that design current?”
“What factors influenced your answer?”
“How would this change if the cable was in insulation?”

Increased Learner Participation and Engagement

A further area of development has been the impact of improved questioning techniques on learner participation and engagement within lessons. Previously, questioning often relied on volunteers, which typically resulted in the same learners contributing responses. Through developing my questioning strategies, I have become more aware of the importance of involving a wider range of learners in classroom discussion.

By using techniques such as directed questioning and providing appropriate thinking time, I have been able to encourage greater participation from all learners, including those who may be less confident in contributing. Allowing additional time before selecting a learner to respond has reduced the pressure to answer immediately and has given learners the opportunity to consider their responses more carefully. This has resulted in more thoughtful and detailed answers, as well as increased confidence when contributing to discussions.

In vocational subjects such as electrical installation, active participation is particularly important as learners need to develop the ability to explain their reasoning and justify decisions. By encouraging more learners to contribute through structured questioning, I have been able to create a more interactive learning environment. This aligns with research from the Education Endowment Foundation (2021), which highlights the role of questioning in promoting engagement and supporting deeper thinking.

Page updated

Google Sites

Report abuse