Questioning Skills and Techniques — ATHE Ltd Occupational Qualification Teaching & Education Revision

    This subtopic focuses on the pedagogical skill of questioning, exploring its purpose in assessing understanding and promoting thinking in educational setti

    Topic Synopsis

    This subtopic focuses on the pedagogical skill of questioning, exploring its purpose in assessing understanding and promoting thinking in educational settings. Learners will analyse different question types and their effective use in the classroom, while also applying learning taxonomies such as Bloom's to craft questions that target higher-order cognitive skills.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Questioning Skills and Techniques

    ATHE LTD
    vocational

    This subtopic focuses on the pedagogical skill of questioning, exploring its purpose in assessing understanding and promoting thinking in educational settings. Learners will analyse different question types and their effective use in the classroom, while also applying learning taxonomies such as Bloom's to craft questions that target higher-order cognitive skills.

    1
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    ATHE Level 6 Certificate in Teaching

    Topic Overview

    The ATHE Level 6 Certificate in Teaching is a professional qualification designed for educators who wish to deepen their understanding of teaching, learning, and assessment in post-compulsory education. This qualification is ideal for those already teaching or training in further education, adult education, or workplace training settings. It focuses on developing advanced skills in curriculum design, inclusive practice, and reflective teaching, aligning with the UK Professional Standards for Teachers and Trainers in Education and Training.

    This certificate is part of the ATHE Level 6 suite of qualifications, which are regulated by Ofqual and recognised by employers and higher education institutions. It equips learners with the theoretical knowledge and practical strategies needed to enhance learner engagement, manage diverse classrooms, and critically evaluate their own teaching practice. By completing this qualification, students demonstrate their commitment to professional development and their ability to lead learning effectively.

    The qualification covers key areas such as theories of learning, assessment for learning, and the use of technology in education. It also emphasises the importance of safeguarding, equality, and diversity in teaching. Students will engage with current research and policy, enabling them to apply evidence-based approaches to their own teaching contexts. This certificate is a stepping stone for those aspiring to progress to higher-level teaching qualifications or leadership roles in education.

    Key Concepts

    Core ideas you must understand for this topic

    • →Inclusive Practice: Adapting teaching methods to meet the diverse needs of all learners, including those with disabilities, different cultural backgrounds, or varying learning styles.
    • →Assessment for Learning: Using formative and summative assessment strategies to monitor learner progress, provide constructive feedback, and adjust teaching to improve outcomes.
    • →Reflective Practice: Systematically evaluating one's own teaching methods, decisions, and interactions to identify areas for improvement and enhance professional growth.
    • →Curriculum Design: Planning and structuring learning programmes that align with qualification standards, learner needs, and institutional goals, ensuring coherence and progression.
    • →Theories of Learning: Understanding key theories such as behaviourism, cognitivism, constructivism, and humanism, and applying them to create effective learning environments.

    Learning Objectives

    What you need to know and understand

    • 1. Understand questioning and why it is used2. Understand the use of questions in a class3. Be able to apply the relationship between learning taxonomies and questioning

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for critically evaluating the purpose and effectiveness of different questioning techniques (e.g., open vs. closed, probing, Socratic) in facilitating learning.
    • Award credit for demonstrating practical application of Bloom's Taxonomy to design a sequence of questions that progressively challenges learners from recall to creation.
    • Award credit for reflecting on own questioning practice, identifying strengths and areas for improvement with reference to theory and classroom evidence.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When submitting written work, explicitly connect your questioning strategies to educational theorists (e.g., Bloom, Vygotsky) to demonstrate depth of understanding.
    • 💡In observed teaching sessions, script key questions in your lesson plan, indicating the taxonomy level each question targets to show deliberate scaffolding.
    • 💡Include critical reflection on the impact of your questioning on student engagement and learning, using specific examples from your practice.
    • 💡Use specific examples from your own teaching practice to illustrate theoretical concepts. Examiners value authentic, reflective accounts that show how you apply theory in real classroom situations.
    • 💡Demonstrate critical analysis by comparing different theories or approaches and justifying your choices. Avoid simply describing; instead, evaluate the strengths and limitations of each method.
    • 💡Ensure your answers address the assessment criteria explicitly. Use the command words (e.g., 'explain', 'evaluate', 'analyse') to structure your response and show depth of understanding.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing open questions with closed questions, or using closed questions when higher-order thinking is intended.
    • Failing to allow sufficient wait time after asking a question, leading to superficial responses.
    • Not aligning questions with the stated learning objectives or the cognitive level appropriate for learners.
    • Misconception: 'Teaching is just about delivering content.' Correction: Effective teaching involves facilitating learning, engaging learners, and adapting to their needs, not just transmitting information.
    • Misconception: 'Assessment is only about grading.' Correction: Assessment is a continuous process that includes formative feedback, self-assessment, and peer assessment to support learning, not just summative evaluation.
    • Misconception: 'Inclusive practice means treating all learners the same.' Correction: Inclusive practice requires recognising and valuing differences, and providing tailored support to ensure equal opportunities for all.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of teaching and learning principles, such as those covered in a Level 3 or Level 4 teaching qualification.
    • •Experience in a teaching or training role, as the qualification requires reflection on practical application.
    • •Familiarity with the UK education system and current policies related to further education and training.

    Key Terminology

    Essential terms to know

    • 1. Understand questioning and why it is used2. Understand the use of questions in a class3. Be able to apply the relationship between learning taxonomies and questioning

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in ATHE LTD vocational Teaching & Education

    Assessment and Evaluation Techniques

    View Topic

    Assessment and Evaluation Techniques

    View Topic

    Assessment and Evaluation Techniques

    View Topic

    Assessment and Evaluation Techniques

    View Topic