QUESTIONING FOR RETRIEVAL
FIVE MISTAKES TO AVOID
THE EXPERIMENT Many trainees pursued these retrieval strategies effectively. But
We invited trainees to ask five Year 4 pupils revision questions I rapidly noticed a handful of common mistakes. The job of a
about sound. We offered guidance encouraging them to cold call, teacher is to push students beyond what they think they can do.
wait three seconds before asking a student to respond, correct This one-pager summarises the five most prevalent ways not to
HARRY FLETCHER-WOOD
wrong answers, and offer a hint if students couldn’t respond. ask questions for retrieval – and what to do instead.
MISTAKE 1 MISTAKE 2 MISTAKE 3 MISTAKE 4 MISTAKE 5
Asking for hands up Mostly asking the boys Bouncing the question Don’t round up a Talking too much
to another student wrong answer to a
Most trainees invited and “What do you think Will?” (too early) right one We discovered that teachers
relied on hands up: “Who There is decades of evidence did not pause for three
can remember…?” or “Hands that boys, white students Once teachers had picked When students gave a seconds of silent wait time
up if…?” Relying on hands and high attainers talk more someone to call on, if a wrong answer, we often between the question
up means we rely on the in the classroom (Howe and student got an answer heard: “That’s nearly right, we and nominating a student
most confident or interested Abedin, 2013). If we’re not wrong, or said they didn’t just need to also mention…” to answer. If the goal is
students responding. We actively working against know, most trainees We can make students feel to promote retrieval, to
create a two-tier classroom: that to make classroom immediately asked another good about themselves far promote individual, effortful
those who are participating participation fairer, we’re student to answer: “Can better if we do so based on thinking, we need to let
and those who aren’t. accepting it instead. anybody help Carlos?” their genuine achievement. students do that thinking.
A BETTER OPTION... A BETTER OPTION... A BETTER OPTION... A BETTER OPTION... A BETTER OPTION...
is to nominate a student to is to select who participates. would be to encourage is to protect the ego, while is to say the question clearly
respond: “I’m going to call We could: preselect students students, push them, offer being clear about the gaps. and slowly the first time.
on someone to tell me…” to ask questions; use some a hint or get a substantive And/or to offer praise after Pause for three seconds.
or “I’ll be cold calling…” This kind of random selection answer: “What could it be students have got the right Then repeat the question if
gets every student thinking tool to encourage fair Carlos? Or “The part of the answer: “Thanks Mina, that’s it’s needed. Then nominate
when a question is asked, participation; use a register ear that vibrates shares helpful, can you add to that, a student to respond. If the
and involves all students to track who has talked as its name with a musical mentioning…” or “That’s not student doesn’t understand,
in answering and so the lesson has gone on, and instrument.” Or “What do quite right, I’m sure you can you can always say the
participating in the lesson. use this to target questions. you remember about...?” do it, have another think…?” question again.
DESIGNED BY JAMIE CLARK | @XPATEDUCATOR REFERENCE BLOG: ‘QUESTIONING FOR RETRIEVAL: FIVE MISTAKES TO AVOID’ HARRY FLETCHER-WOOD