25th September 2015
Dear Colleagues,
This week’s teaching and learning email focuses on something called DCD Questioning which aims, “to make all classroom environments equally engaging” Philip Mann.
It is similar to Pose, Pause, Pass, Bounce questioning technique but aims to delve a little deeper by developing analysis, evaluation and higher order thinking. DCD questioning is very, very simple but allows students to discuss different viewpoints and helps the teacher to facilitate a discussion (within a lesson).
DCD questioning is simple. D stands for 'develop' and C stands for 'challenge'.
How it works, after the teacher has posed a question and either asked a pupil to respond or waited for a pupil to volunteer an answer the teacher then selects another student to 'develop' that students response further. The teacher then selects another pupil to 'challenge' the argument that has been made. The teacher can then select another pupil to 'develop' this even further (DCD).
The beauty of this is that the teacher becomes the facilitator of the discussion by simply asking students to develop and challenge other students responses. This strategy is perfect for a number of subjects where there is a need for students to analyse and evaluate key concepts and topics.
In relation to the challenge part of DCD questioning, this doesn't always need to be a counter argument. It could be challenging the original point made by perhaps pointing out a flaw in the argument.
When using DCD questioning in lessons it is essential to allow appropriate wait time to allow students to formulate their responses.
Dear Colleagues,
This week’s teaching and learning email focuses on something called DCD Questioning which aims, “to make all classroom environments equally engaging” Philip Mann.
It is similar to Pose, Pause, Pass, Bounce questioning technique but aims to delve a little deeper by developing analysis, evaluation and higher order thinking. DCD questioning is very, very simple but allows students to discuss different viewpoints and helps the teacher to facilitate a discussion (within a lesson).
DCD questioning is simple. D stands for 'develop' and C stands for 'challenge'.
How it works, after the teacher has posed a question and either asked a pupil to respond or waited for a pupil to volunteer an answer the teacher then selects another student to 'develop' that students response further. The teacher then selects another pupil to 'challenge' the argument that has been made. The teacher can then select another pupil to 'develop' this even further (DCD).
The beauty of this is that the teacher becomes the facilitator of the discussion by simply asking students to develop and challenge other students responses. This strategy is perfect for a number of subjects where there is a need for students to analyse and evaluate key concepts and topics.
In relation to the challenge part of DCD questioning, this doesn't always need to be a counter argument. It could be challenging the original point made by perhaps pointing out a flaw in the argument.
When using DCD questioning in lessons it is essential to allow appropriate wait time to allow students to formulate their responses.
Other great ideas like this can be found on Tutor2u.
Best regards,
Neil
Best regards,
Neil
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