1. STARTER: SHOULD WE HAVE ASKED A
QUESTION?

2. WORKSHOPFOUR
LEARNING OUTCOME:
USING QUESTIONING
STRATEGIES TO CHECK ON
STUDENT LEARNING
(FORMATIVE ASSESSMENT)
USING QUESTIONING
STRATEGIES FOR A RANGE
OF LEARNING OUTCOMES

3. EXIT CARD:
Match language learning skills to strategies for formative
assessment and reflect upon co-operative group work
BY THE END OF THE WORKSHOP…
Language
Learning Skill
Strategy Checks Learning By…
Eg.
Listening
Eg.
Think Pair Share
Eg.
• How does each partner comprehend
information
• Can they say what they think / hear

4.  Also known as People Search or Human Treasure Hunt
 The treasures are the other students who know things and are
a resource for learning
 To create this we:
 Decided upon the purpose
 Made a list of appropriate questions (that matched our learning
outcome)
 Each student is given a copy
 Explain the rules
 You can only sign each person’s paper once
 You must not sign without telling them a little about the answer
 When all your questions are signed, help someone else to find people who
can answer their questions
 Hold the treasure hunt / human bingo
HUMAN BINGO

5. HUMAN BINGO

6. P = Each student needs others to complete the sheet. Task is not
complete until everyone has all questions complete. Instruction to
help others to finish increases positive interdependence
I = Everyone is responsible for having all items signed
G = Whole group is responsible for having all items signed and
helping each other to enable this
S = Individual approach, interviewing each other, develops
listening skills, learning to ask questions, explain and share,
refining and summarising thinking
F = Individual interviewing, one on one discussion, listening,
speaking
Uses:
 Pre-check on student knowledge
 Useful for review of earlier learning, enabling teacher to identify
areas for reteach
 Giving students an opportunity to fill in any learning gaps with
the help of their peers
PIGSF IN HUMAN BINGO

7. DE BONO’S SIX THINKING HATS

8.  You can use variations on the amount of hats you use within a
lesson
 You can sequence hats to create a pathway of thinking
 It helps students to think in different ways and look at things
differently
 NOW IT’S YOUR TURN…refer to Inside the Black Box…
1. Put on a white hat and COMPREHEND what is said in the
article about the use of formative assessment (Think Pair
Share)
2. Put on a yellow hat and RE-CONSIDER how you should use
formative assessment in your class (Think Pair Share)
3. Put on a green hat and IMAGINE how you could now use
formative assessment in your class (Think Pair Square)
DE BONO’S SIX THINKING HATS

9. DE BONO’S THINKING HATS AND
SONGKRAN
 Put on a red hat - How do you feel about Songkran each year?
(Think and note)
 Put on a white hat – what is Songkran about? (Think and note)
 Put on a black hat – why would Erin and Noreen be anxious
about Songkran? (Think and note)
 Put on a blue hat – what 3 steps can be taken to make Erin
and Noreen more comfortable? (Think and note)
 NOW pair share the responses to the four questions
 Finally, put on a green hat together to rewrite the information
as one paragraph (short!) advising tourists about Songkran to
ensure their enjoyment

10. AN EXAMPLE OF STUDENTS ASKING
QUESTIONS OF EACH OTHER
Model this activity with the class first. Put the students into small groups. You will
need to make 2 cubes for each group of students. Either use a template or wooden
blocks.
On one cube write a question starter on each side. For example: How? Where?
What? Why? When? Who? On the other cube write modal verbs such as: might,
would, should, could, can, may, will.
Using some of the brainstormed topics, students within each group take turns to roll
the first dice and use the starters to form factual questions:
How?
Where?
What?
Why?
Students then roll the second dice and use the modal verbs to lift the level of the
questions:
Why would ... ?

11. When the Flat Earth theory was in vogue, you
could have fallen off both of them.
13. The QUESTION
Start with the answer, and try to list 5 questions which could be linked with that answer
only.
THE JUSTIFICATION:
An excellent break from the pattern of the teacher asking all of the questions. Students
still need to demonstrate a solid knowledge base.
THE EXAMPLE:
The answer is MIDNIGHT. 1. When is it 12 hours after midday?
2. When did Cinderella’s coach turn into a pumpkin?
3. What word is spelt M-I-D-N-I-G-H-T?
TONY RYAN’S THINKERS KEYS

12. K
What do I know?
W
What do I want to know?
L
What did I learn that I now
know?
KWL

13. EXIT CARD:
Match language learning skills to strategies for formative
assessment and reflect upon co-operative group work
EXIT CARD
Language Skill Strategy Checks Learning By…
Eg.
Listening
Eg.
Think Pair Share
Eg.
• How does each partner comprehend
information?
• Can they say what they think / hear?
• Allows less able students to express what they
know in a safe environment
• Extends higher learners by allowing them to
consider different viewpoints
• During a teacher talk can clarify thinking
• Can break up a teacher talk that is too long
• Research shows that wait time improves the
quality of answer
• As a substitute for the teacher asking a question
and only one student answering

14.  Scorekeeper – writes down the team ideas
 Cheerleader – praises good ideas, motivates the
team if they get bogged down
 Referee – makes sure everyone is playing by the
rules of the task and ensures they will keep to time
 Coach – ensures everyone is participating and
prompts everyone to contribute to the best of their
ability
ROLES FOR EXIT CARD

15. Today we:
OUR GROUP’S WORK
Shared our ideas ✓ ✗
Gave help to one another
Listened to each other
Said what we liked about each other’s work
Made decisions together
Carried out our roles
We did well when we…
We can do better still by…
We showed some qualities PRC would like to see in it’s students…(circle)
Charity Honesty Responsibility Diligence Leadership
Our names are…