One way that I differentiate is to consider challenge in the retrieval questions that I ask students. I start most lessons with a 1-10 of questions. The content of these question is chosen carefully. I take into consideration:
- Curriculum – where we are in the scheme, what we’ve covered
- The students – from what I know about them – are they motivated? cognitive issues? best language to use etc
- Time – when I last saw them (I will pick an easier question if I’ve seen them a long time ago compared to seeing them the previous day), time of day
- Lesson – what I will be teaching them or feeding back on – the choose questions that specifically link in to this
- Forgetting – which content might they be forgetting? Interleaving content from across the topic/course helps to remember in the long term
Same question, but different
Once I’ve considered these general areas I think about the wording of questions. These questions cover the same content but some are easier than others. Which are easier and why?
| 1. Name one of the Trimurti | 2.What are Brahma, Vishnu & Shiva known as? | 3.Brahma, Vishnu & Shiva are known as the T_________. |
| 4. How many gods are in the Trimurti? | 5.Name the Trimurti | 6.Name all three parts of the Trimurti |
| 7. Name at least one of the Trimurti | 8.Which god is missing from the Trimurti: Vishnu, Shiva, _________ | 9.The Trimurti are B_______, V________ and S_________. |
- Which would you ask first time after teaching the content? Why?
- Which would you ask after you are confident they know the content?
- Which would you ask if you haven’t seen students for a long time but you think they know the content?
- Which would you ask if there wasn’t a high success rate on this previously?
- What’s the difference between 1 & 7? When would you use each? Why?
- What’s the difference between 5 & 6? When would you use each? Why?
- What do the letter hints do for a student?
- Rank order the questions from easiest to most difficult. What made you decide?¥
Why ask the same question differently?*
- The Goldilocks effect – not too easy, not too difficult. The middle way. This changes as students learn more and confidence develops. This is the skill of a teacher; pitching at the right level!
- Challenge – it allows me to differentiate based on where I think the majority of the class are. Pitching the question at the right level of their understanding is essential for success. Scaffolding in questions includes ‘fill in the blanks’, giving more information, requiring more in an answer etc
- Motivation – students are motivated if they feel success but are also challenged. Making them feel clever can be the biggest motivator. Giving them hints can help. Giving them trickier questions can help students engagement.
- Getting used to multiple formats – if we have to talk about qualifications then this method is good for preparing students to be able answer multiple format questions. If I created the above table for maths, the questions could look significantly different on paper but teaching students that they are the same question builds confidence.
So, when you’re asking students questions think carefully; how should I ask this? It makes a difference.
¥ I’d go:
- 4 – remembering a keyword or what ‘tri’ means
- 3 – remembering one keyword with a letter hint
- 2 – remembering one keyword
- 1 – remembering one but trickier because they have three to choose from
- 7 – remembering at least one – gives option – allows student to be limited or give more
- 9 – remembering all three but with letter hints
- 8 – they have to know Brahma
- 6 – have to know all three but are told there are three
- 5 – have to know what the word Trimurti means and remember all three
*Those of you that like Rosenshine’s principles of instruction I think this probably covers:
- Begin a lesson with a short review of previous learning.
- Present new material in small steps with student practice after each step
- Ask a large number of questions and check the responses of all students.
- Guide student practice.
- Check for student understanding.
- Obtain a high success rate.
- Independent practice
- Engage students in weekly and monthly review
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