Maximising Opportunities to think through Good and Effective Questioning

ECTS Value: 5 ECTS

Contact Hours: 20

Practice Hours: 5

Self Study Hours: 60

Assessment Hours: 40


Overall Objectives and Outcomes

This module aims to inform participants about particular strategies that enhance the thinking time, stimulate higher order thinking and encourage participation from all the learners. 

By the end of this programme, participants should be able to:


a. Formulate a variety of questions by using open-ended and closed questions in each and every lesson.
b. Carry out particular techniques such as wait-time, think-pair-share, pose-pause-bounce-pounce, no hands up to encourage more participation, engagement and thinking.
c. Ensure that learners are given opportunities to be question askers rather than just answerers by giving learners time to pose questions and by using techniques such as Hot-Seating and the Inverted Interview.
d. Make use of Bloom’s taxonomy as a model for question prompts by preparing questions
e. beforehand to make sure that there is a balance between open-ended and closed questions and also during the lesson to encourage the learners to come up with their own questions.


a. Identify and describe the different techniques such as involving the whole class, providing think time, using the no hands up technique and no put downs that can assist the teacher and the learners in creating and maximising opportunities to think.
b. Know the different levels of Bloom’s taxonomy by defining the different levels in the cognitive domain.
c. Identify ways of how higher order thinking can be implemented in the classroom by using popsicle sticks, random name picker, ball/soft toy/bean bag throw.


a. Demonstrate the use of higher order questions and related questioning techniques by preparing beforehand open-ended questions per lesson.
b. Prepare and pose questions that enable the teacher to collect evidence of the students’ learning gaps.
c. Plan lessons that provide time to act upon these gaps by creating further opportunities to think


Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

1. Assessment Reform Group (2002) Assessment for Learning: 10 principles, available at
2. Black, P. and Wiliam, D. (2001) Inside the Black Box; Raising Standards Through Classroom Assessment, King’s College: London School of Education.
3. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom, London: GL Assessment.
4. Clarke, S. (2001) Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom, London: Hodder and Stoughton.
5. Clarke, S. (2005) Formative Assessment in Action: weaving the elements together, London: Hodder Murray.
6. Drummond, T. (2013) Learning Stories Examples, available at
7. Hatherly A. & Sands L. (2002) ‘So what is different about Learning Stories?’ The First Years: Nga Tau Tuatahi New Zealand Journal of Infant and Toddler Education Vol 4 (1) pp 8-12.
8. PMB (2007) Assessment for Learning for Key Stages 1 & 2, Belfast: CCEA.
9. Witherell C. & Noddings N. (1991) Stories lives tell: Narrative and dialogue in education, New York Teachers College press.

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