Questioning Skills and Techniques
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.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The ATHE Level 6 Diploma in Teaching (Generic) is a regulated UK qualification designed for aspiring or practising teachers, covering core pedagogical theories, inclusive teaching strategies, assessment practices, and professional development. It equips learners with the skills to plan, deliver, and evaluate inclusive learning sessions in diverse educational settings.
Topic Overview
The ATHE Level 6 Diploma in Teaching (Generic) is a comprehensive qualification that prepares educators to teach in a range of contexts, including further education, adult education, and training settings. It covers essential areas such as theories of learning, inclusive practice, assessment, and professional development. The qualification is designed to be practical, with a strong emphasis on applying theory to real classroom situations.
This diploma is equivalent to the third year of a UK bachelor's degree and is recognised by employers and professional bodies. It is ideal for those who wish to progress to Qualified Teacher Learning and Skills (QTLS) status or pursue further academic study. The curriculum is structured around core modules that build a solid foundation in teaching principles, followed by optional units that allow specialisation.
Understanding this qualification is crucial for any aspiring teacher, as it provides the necessary knowledge and skills to create effective learning environments. It also emphasises reflective practice, encouraging teachers to continuously improve their methods and stay current with educational research and policy.
Key Concepts
Core ideas you must understand for this topic
- →The teaching and learning cycle: initial assessment, planning, delivery, assessment, and evaluation.
- →Inclusive teaching: adapting methods to meet diverse learner needs, including SEND, EAL, and different learning styles.
- →Assessment types: formative, summative, ipsative, and diagnostic, and their roles in the learning process.
- →Theories of learning: behaviourism, cognitivism, constructivism, and humanism, and their practical applications.
- →Professional standards and reflective practice: using models like Gibbs' Reflective Cycle to improve teaching.
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.
- 💡Always link theory to practice: when answering questions, cite specific examples from your own teaching or observations.
- 💡Use correct terminology: terms like 'differentiation', 'scaffolding', and 'VARK' show depth of knowledge.
- 💡Structure longer answers clearly: use paragraphs or bullet points to separate points, and always include a conclusion that directly answers the question.
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 planning, assessing, and adapting to learner needs, not just presenting information.
- Misconception: 'Assessment is only for grading.' Correction: Assessment is also a tool for learning, providing feedback to both teacher and student to improve future performance.
- Misconception: 'Inclusion means treating everyone the same.' Correction: Inclusion requires differentiation and reasonable adjustments to ensure all learners can access the curriculum.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on the teaching and learning cycle. Create a mind map of each stage and write a short explanation of each.
- 2Week 2: Dive into learning theories. For each theory, note key theorists, core principles, and a practical classroom example.
- 3Week 3: Explore assessment and inclusion. Compare different assessment types and design a differentiated activity for a mixed-ability class.
- 4Week 4: Revise professional standards and reflective practice. Write a reflective journal entry using Gibbs' cycle on a recent teaching experience.
- 5Week 5: Practice past exam questions. Time yourself and review mark schemes to understand what examiners look for.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: Define key terms like 'formative assessment' or 'differentiation'. Be concise and use correct terminology.
- 📋Case study analysis: Read a scenario and identify strengths and weaknesses in teaching practice. Use the teaching and learning cycle as a framework.
- 📋Essay questions: 'Evaluate the importance of inclusive practice in the classroom.' Structure with an introduction, balanced arguments, and a conclusion.
- 📋Reflective tasks: Describe a teaching experience and reflect on what you learned. Use a reflective model to structure your answer.
Command Word Expectations (ATHE LTD)
What examiners look for when using specific command words in this specification
Provide a balanced judgement, considering strengths and weaknesses, and end with a justified conclusion. Use evidence and examples.
Give a clear, detailed account of a concept or process, showing understanding of causes and effects. Use examples to illustrate.
Break down a topic into its components, examine relationships, and discuss implications. Avoid simple description.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: A teacher plans a 60-minute lesson on the causes of World War II for a mixed-ability class of 16-year-olds. Describe how they would use the teaching and learning cycle to structure the lesson, including initial assessment, planning, delivery, and evaluation.
- 1.Step 1: Identify the teaching and learning cycle stages: initial assessment, planning, delivery, assessment, evaluation.
- 2.Step 2: Initial assessment: use a quick quiz or KWL chart to gauge prior knowledge.
- 3.Step 3: Planning: set SMART objectives, differentiate resources (e.g., reading materials at different levels), and plan activities (e.g., group work, video).
- 4.Step 4: Delivery: use a variety of teaching strategies (e.g., direct instruction, collaborative tasks) and check understanding with formative questions.
- 5.Step 5: Assessment: use a plenary activity to assess learning against objectives.
- 6.Step 6: Evaluation: reflect on what worked, gather learner feedback, and note improvements for next time.
Question: Evaluate the effectiveness of using Bloom's Taxonomy to design learning outcomes for a vocational course. Provide a balanced argument.
- 1.Step 1: Define Bloom's Taxonomy: a hierarchy of cognitive skills from remembering to creating.
- 2.Step 2: Identify strengths: promotes higher-order thinking, helps align outcomes with assessment, and provides a clear structure for progression.
- 3.Step 3: Identify limitations: can be time-consuming, may not suit all subjects (e.g., practical skills), and risks being applied rigidly.
- 4.Step 4: Conclude with a justified judgement: it is effective when used flexibly and combined with other frameworks.
- 5.Step 5: Use examples: e.g., 'design a marketing plan' (creating) vs 'list marketing strategies' (remembering).
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ATHE LTD Questioning Skills and Techniques
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •A basic understanding of educational settings and the role of a teacher.
- •Familiarity with common teaching methods and classroom management strategies.
- •Some experience of working with learners, either in a paid or voluntary capacity.
Coursework AI Review
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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
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