About this presentation

Facilitator instructions

This slide deck contains 3 parts that require some preplanning.

Part A – Strategy overview, approach and impact – opportunity to collect data that could be used in Part
C. The presenter will need to facilitate this. Part A includes an activity relating to technique guides that
can be found on the using effective questioning webpage.

Part B – Implementing the strategies through techniques – the group activity requires pre-planning.

Part C – Evaluating a whole-school approach – opportunity to link to the School Excellence Plan.

Leaders should engage with Part C before implementing the professional learning with staff.

It is recommended that schools engage with

Checking for understanding strategy learning module and technique guides before commencing this
module.

Slides are repeated across strategy modules so they can be implemented with the same structure. Note:
1
NSW Department of Educati
on

Effective
questioning
Strategy learning module
Acknowledgement of
Country

We recognise the Ongoing Custodians of the lands and

waterways where we work and live. We pay respect to
Elders past and present as ongoing teachers of
knowledge, songlines and stories. We strive to ensure
every Aboriginal and Torres Strait Islander learner in
NSW achieves their potential through education.

‘Kariong – Our meeting place’ created by Stella Haynes from

Cammeray Public School on Eora Country as part of the 2022 Calendar
for cultural diversity.

3
NSW Department of Education

Introduction
Enabling factors
Know students and how they
High expectations
learn

Teachers understand how learning Students benefit from teachers holding

happens, and this informs their practice. high expectations for their learning.

Know the content and how to Safe, inclusive learning

teach it environments

Teachers know how the knowledge builds Explicit teaching both relies on, and brings
and connects to create learning that is about, a safe and inclusive learning
strategic, sequenced and cumulative. environment.

5
Learning modules and technique guides

6
The importance of all moving together (1)

• Saves learning time1

• Frees up students’ working memory2

• Certain and consistent expectations for students3

• Students learn the routine more quickly when it is

done in the same way across the school4

• Fosters a strong sense of belonging5

7
Effective feedback professional
learning
Measure baseline student data and set a
goal

Analyse data to Use the whole school

determine further cycles teaching approach and
plan for instruction

Implement the teaching Rehearse and give

routine in the classroom feedback to each other
and measure impact

8
Initial reflection point (1)

Teacher observation 0 1 2 3 4

Students demonstrate their Not yet Minimal Some students Most students All students
thinking by actively observable students demonstrate demonstrate demonstrate
responding with an answer actively their thinking their thinking their thinking
during effective questioning respond to by actively by actively by actively
throughout each lesson. effective responding to responding responding to
questioning effective to effective effective
questioning questioning questioning

9
Planning and rehearsing (1) (1)

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 10
Rehearsal (1) (1)

11
NSW Department of Education

Overview of this module

Part A – Understanding the strategy
Part B – Implementing the strategies through techniques
Part C – Evaluating a whole-school approach
NSW Department of Education

Part A
Understanding the strategy
Purpose and outcome (1)

Purpose

To understand the mechanisms of effective questioning in the context of schema development,

optimising student learning, engagement and participation.

Outcome

We can articulate how and why we deliberately plan questioning to build complexity for all
students.

14
What it is (1)

Effective questioning:
• activates prior knowledge
• prompts practice and retrieval
• helps correct misconceptions
• scaffolds thinking to build
complexity
• engages students in thinking.

15
Prompt retrieval

• Prior knowledge is activated when it is retrieved

from long term memory ready to be used in working
memory. Activate prior
• Practice promotes better recall of information. knowledge
• Well crafted questions can be used to:

– prompt students to retrieve previously taught

material Retrieval practice
– check for successful retrieval.

16
Correct misconceptions

Identify
Redirect or reteach
misconceptions

17
Develop complexity

Questioning can be used to develop increasing complexity in student thinking and understanding.

For example, questioning can be used to prompt students to:

• Recall information

• Deepen thinking

• Make connections

• Justify and reflect

18
Engage students in thinking

19
Why effective questioning is important

Teachers use questioning to:

• gather information about what students know, understand, and can do

‘Questions allow a teacher to determine how well the material has been learned and
whether there is a need for additional instruction.’ (Rosenshine 2012:14)

• deepen student understanding.

‘Effective questioning strategies cause all students to think. This creates high engagement
classroom environments which improve student achievement.’ (Black and Wiliam 2018)

20
Questioning in safe and inclusive learning
environments

Students learn best in safe and inclusive environments

that consider the cultural, social, emotional, behavioural
and physical aspects of learning.

21
What it isn’t

• Not sufficiently planned

• Asking students to simply recall information

• Too easy or too challenging

• Asked and answered quickly without sufficient wait time

• Always quizzes or written responses

• Too general

22
The mechanisms of effective questioning
(2)

Planned
at the Increase
right level in
of complexit
Develop
challenge y
increasingl
All y complex
Retrieve students schema
prior are
learning thinking
of an
answer

23
Activity 1 – technique guide discussion

Read or revise – 10 min Discuss – 10 min

Identify the key points in Planning for Describe the connections between the
effective questioning technique guide technique guide and the learning in Part
or the Using questioning to build A.
complexity
technique
guide.

24
NSW Department of Education

In the next part of this module, we will work

on implementing the strategies through
techniques. We will have the opportunity to
plan and rehearse making connections.
NSW Department of Education

Part B
Implementing the
strategies through
techniques
Part B instructions
Facilitator instructions

Part B contains multiple techniques. To use Part B:

1. it is recommended teachers engage with the Planning for effective questioning

and Using questioning to build complexity’ technique guides

2. select a lesson to apply the techniques

3. plan and rehearse with a colleague

4. get feedback from your colleague.

27
Purpose and outcome (2)

Purpose

To develop an understanding of techniques supporting effective questioning that optimise student

understanding, engagement and participation.

Outcome

We can articulate how and why we deliberately plan and facilitate questioning.

We have whole-school teaching principles for effective questioning that are ready to use in our
classrooms.

28
The mechanisms of effective questioning
(1)

Planned
at the Increase
right level in
of complexit
Develop
challenge y
increasingl
All y complex
Retrieve students schema
prior are
learning thinking
of an
answer

29
NSW Department of Education

Technique A
Using questioning to build
complexity
What it is (2)

Carefully crafted questions that build in

complexity create pathways for all students to
think deeply.

This ensures that every learner has

opportunities to stretch their thinking in ways
that challenge them.

31
Key considerations

• Pose questions at the right level of challenge.

• Use a variety of question types to promote deeper thinking.

• Provide wait time before and after questioning.

• Check for understanding as you build complexity.

• Create a culture that values asking questions and participation.

32
Wait time – student benefits

33
Wait time – teacher benefits

When teachers practice wait time, positive changes occur in their own
behaviour: Their questioning strategies tend to be more varied and flexible.
They decrease the quantity and increase the quality and variety of their
questions. They ask additional questions that require more complex
information processing and higher-level thinking on the part of students.
(Stahl 1994:2)

34
Inviting answers – creating the right climate

• Promote a risk-taking culture.

• Create a community of inquiry.

• Demonstrate a commitment to learning for all.

• Giving students wait time.

35
Scaffold thinking to build complexity

Justify and reflect

Connect
Deepen

Recall

36
Recall

Teachers expect a high success

Examples
rate when asking these
• When you write an equation, what does the equal sign
questions.
tell you?

• What is the formula for finding the area of a rectangle?

• Who was the main character in the story?

• What did the author say about the importance of

teamwork?

37
Deepen

Teachers ask probing questions to

Examples
encourage students to explain,
• How do you know this?
elaborate or clarify their thinking.
• Can you give me an example of that?

• That’s interesting, what makes you say that?

• Does anyone else agree? Why?

• What evidence supports this assumption?

• What additional details could make this argument

stronger?

• What led you to this conclusion?

38
Connect

Teachers support students

Examples
to make connections to
• What are some other ways to show ……… that are
structures and among
different than these models?
ideas and relationships.
• How is your new model similar to the other models of
one half?

• How are … and … similar?

• Using what you know about ... , how would you … ?

• What are some advantages/disadvantages to … ?

39
Justify and reflect

Teachers support students to

Examples
show their reasoning and
• What conclusions can you draw about…?
actions, including making an
argument for the validity of • What are some potential contradictions in these

their thinking.¹ theories?

• What else could account for this?

• How extensive were the effects of…?

• How would you solve this problem?

1. NCTM (National Council of Teachers of Mathematics) (2014) Principles to actions: ensuring mathematical success for all, NCTM. 40
Turn and talk

Record one key takeaway you could apply in your next lesson and why.

Share your answer with a colleague.

41
Examples

The following slides will show an example of a series

of questions that build in complexity.

42
Primary example – mathematics
Students have marked the location of one-quarter on a 0–1 number line and a 0–2 number line.

The teacher:

• asks students to recall 'How did you locate one-quarter on the 0–2 number line?' (wait time).

• deepens thinking by asking 'How did you know to do this?' (wait time).

• supports students to make connections by asking 'Using what you know about locating one-quarter, how
would you locate one and one-quarter?' Students turn and talk to share their strategies.

• encourages students to justify and reflect by asking 'If zero, one-half and 2 were marked on a number line,
would you still need to locate one-whole to accurately mark one-quarter?' (wait time). Students think-pair-
share.

Mathematics K-10 Syllabus (2022) - MAO-WM-01, MA2-PF-01 43

Primary mathematics example unpacked

Justify and reflect

Make connections 'If zero, one-half and 2

were marked on a
‘Using what you know
number line, would you
Deepen thinking about locating one-
still need to locate one-
Recall quarter, how would you
‘How did you know to do whole to accurately mark
‘How did you locate locate one and one-
this?' one-quarter?'
one-quarter on the 0–2 quarter?'
number line?'

Check for understanding as you build complexity

44
Secondary example – visual arts

The teacher shows a sample artwork. Students are then given time to examine the artwork and apply prior
learning
The teacher:

• asks students to recall prior learning by asking ‘What types of lines has the artist’s used in this work?’ and
then “How can line create mood?”

• prompts students to deepen thinking by asking ‘‘Why do you think has the artist used 3 different types of
lines?’ (wait time)

The teacher then shows another artwork by a different artist. This artwork is significantly different to the first
artwork.

The teacher:

• encourages students to make connections between two artists by asking ‘How does the artist’s use of line
compare to the use of line in the previous artwork?’ (wait time) Students turn and talk
Visual Arts 7-10 Syllabus (2025) – VA4-CHV-01 45
• asks students to reflect by asking ‘What mood does the use of lines create in this work?’
Visual arts example unpacked

Justify and reflect

Make connections
‘What mood does the use
Deepen thinking ‘How does the artist’s
of lines create in this
use of line compare to
Recall ‘Why do you think the work?’
the use of line in the
‘What types of lines has artist has used 3
previous artwork?’
the artist’s used in this different types of lines?’
work?’

Check for understanding as you build complexity

46
Secondary example 2 – mathematics

Students have been learning about Pythagoras’ Theorem.

To support students to recall prior learning, the teacher:

• draws an image of a triangle and asks ‘Which side is the hypotenuse of the triangle?’ (wait time)

• deepens thinking by asking ‘How do you know?’ (wait time)

Students are encouraged to make connections between commutative property* and Pythagoras’ Theorem by
asking ‘I notice that Ben has labelled the vertical side as ‘a’ whereas Frida has labelled the horizontal side as
‘a’. Does this matter?’ Students deepen thinking by sharing their reasoning with a partner.

After students share their responses, the teacher displays a completed example, and

• deepens thinking by asking ‘How can you prove that a triangle contains a right angle?’ (wait time)

• then ask ‘If I know the length of the hypotenuse and one of the sides, could I use Pythagoras’ Theorem to
work out the length of the other side?’ the after providing wait time, asking students to justify their
*Thereasoning
commutativeby asking
property ‘How?’
states that the order of adding or multiplying two numbers does not change the result. For example, in
addition, 3+5=5+33+5=5+3.
Mathematics K-10 Syllabus (2022) - MAO-WM-01, MA4-PYT-C- 47
01
Mathematics example unpacked

Justify and reflect

Justify answer to this

question:
Make connections ‘If I know the length of
‘Does it matter which the hypotenuse and one
Recall Deepen thinking side of the triangle I of the sides, could I use
‘Which side is the ‘How do you know?’ label ‘a’?’ Pythagoras’
hypotenuse of the ‘How?’
triangle?’

Check for understanding as you build complexity

48
Responsive questioning

Justify and reflect

Make connections
Deepen thinking
Recall

Check for understanding as you build complexity

49
NSW Department of Education

Technique B
Planning for effective questioning
What it is

‘[Teachers] generally plan … the kinds of activities in which they will

engage the students… It's far less common for teachers to plan the
questions they will use to determine whether the instruction has
succeeded’ (Wiliam 2014:19).

Effective questions require planning to:

• cause thinking in all students

• incorporate response systems which match the complexity of the question.

51
Key considerations when planning

Key considerations when planning:

• response systems

• questions to activate prior learning

• questions to identify misconceptions

• questions for retrieval, and

• questions to scaffold thinking to build complexity

‘More effort has to be spent in framing questions that are worth asking’ (Black et al. 2003:41).

52
Response systems

Response cards Gesture voting

Choral response

Mini whiteboards Cold calling

53
Planning questions to activate prior
learning
Plan questions to:

• prompt students to retrieve previously taught

material

• check for successful retrieval.

54
Planning questions for recall

• Focus on the key information you want students to retrieve.

• Develop questions or prompts to support students to retrieve this information from

their long-term memory.

• Develop questions so most or all students can be successful in recall.

• Retrieval practice builds and strengthens connections in long term memory (AERO
2023).

55
Planning questions to identify
misconceptions
• Identify possible misconceptions in the planning phase.

• Develop questions that will identify these misconceptions.

• Prepare responses for each misconception if they are identified, including a check for
understanding to ensure accurate understanding following the intervention.

56
Planning questions to scaffold thinking to
build complexity
Recall Deepen Connect

What is a force? Explain why magnetic attraction is a How is magnetic attraction similar to

What is a contact force? non-contact force. electrostatic attraction? How is it

different?
What is a non-contact force?

Questions that prompt complex thinking:

• need even more wait time

• require the response method to be modelled

• may require students to refine their answers following feedback

• are done after key knowledge is consolidated.

57
Planning questions and response systems
when developing complexity
Recall Deepen Connect

What is a force? Explain why magnetic attraction is How is magnetic attraction similar

What is a contact force? a non-contact force. to electrostatic attraction? How is it

Wait time: 5 seconds different?

What is a non-contact force?
Response system: Think-pair- Wait time: 5 seconds before first
Wait time: 3 seconds
share response
Response system: Choral
Response time: 3 minutes
response
Response system: Class
discussion

58
Planning to build
complexity
Recall Deepen Connect Justify and reflect
• What, who, when • How, why, explain • Cause and effect, how • Do you agree or
questions questions is x similar (or disagree with this
• Expect success • Give prompts if needed different) to y statement? Why do
for success • Give prompts if needed you say that? How
• Shorter wait time
for success do you know?
(3 seconds) • Longer wait time
(5 or more seconds) • Longer time needed for • Longer time needed
thinking and working to prepare responses
Response systems Response systems can
include: Response systems can Response systems
can include:
include: can include:
• Choral response • Cold calling
• Class discussions • Class discussions
• ABCD cards • Mini whiteboards
• Concept maps • Debate
• Cold calling • Think-Pair-Share
• Extended written • Extended written
• Extended written
response response
response

59
Activity

Plan a series of questions that build in complexity for a lesson using the diagram on the
previous slide. Consider the wait time and response systems you will use.

It will be useful to refer to the technique guides.

60
NSW Department of Education

Planning, rehearsing and

developing routines
Creating agreed whole-school principles

Draft whole-school teaching principles for effective questioning techniques.

62
Planning and rehearsing (2) (1)

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 63
Rehearsal steps and feedback prompts

Use your learning sequence, or the lesson plan

to: Feedback prompts

1. select an effective questioning technique • Did the teacher prompt recall of

essential prior knowledge?
2. decide on an agreed routine
• Has the routine been successful in
3. plan your instructions for the class
retrieving knowledge?
4. rehearse the teaching for this technique with a
• Do the planned questions develop in
partner
complexity?
5. use the feedback and modelling from your
partner to improve your approach

6. swap with your partner for their rehearsal

64
NSW Department of Education

In the next part of this module, we will

work on evaluating our approach to
implementing the strategies through
techniques
NSW Department of Education

Part C
Evaluating a whole-school approach
Purpose and outcome (3)

Purpose

To apply effective professional development structures, reflect on and evaluate our

implementation of an explicit teaching technique.

Outcome

Refine the whole-school practices of effective questioning and plan for future success and
activities.

67
NSW Department of Education

A whole school approach

Initial reflection point (2)

Teacher observation 0 1 2 3 4
Students demonstrate their Not yet Minimal Some students Most students All students
thinking by actively respond observable students demonstrate their thinking demonstrate
with an answer during actively their thinking by actively their thinking
‘effective questioning’ respond to by actively responding by actively
throughout each lesson. ‘effective responding to to ’effective responding to
questioning’ ‘effective questioning’ ‘effective
questioning’ questioning’

69
The mechanisms of effective questioning
(2)(2)

Planned
at the Increase
right level in
of complexit
Develop
challenge y
increasingl
All y complex
Retrieve students schema
prior are
learning thinking
of an
answer

70
The importance of all moving together (2)

• Saves learning time1

• Frees up students’ working memory2

• Certain and consistent expectations for students3

• Students learn the routine more quickly when it is done

in the same way across the school4

• Fosters a strong sense of belonging5

71
Planning and rehearsing (3) (1)

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 72
Rehearsal (2) (1)

73
NSW Department of Education

Evaluating impact on students

'When implementing a new evidence-based practice, school personnel
should measure fidelity early and often to provide timely and responsive
professional development and maximise student outcomes.'
(Harn et al. 2013:186)

75
Measures of impact

Longer term
Short term
• Increased understanding
• Increased ability to
articulate connections • Increased learning
between pieces of
• Student data indicates
knowledge.
learning gains

76
Data sources to measure impact

Short term Longer term

• Increased engagement • Increased understanding

• Increased number of students • Increased learning

actively responding with an answer
during checks for understanding • Student data indicates learning gains

Teacher observation 0 1 2 3 4
Students demonstrate their Not yet Minimal Some students Most students All students
thinking by actively respond observable students demonstrate their thinking demonstrate
with an answer during actively their thinking by actively their thinking
‘effective questioning’ respond to by actively responding by actively
throughout each lesson. ‘effective responding to to ’effective responding to
questioning’ ‘effective questioning’ ‘effective
questioning’ questioning’
77
Maintaining a whole school approach
through data
Video observation Peer observation and
and reflection feedback

Teacher and student Growth in assessment

survey data

78
Connecting to the School Excellence
Framework
‘School-wide explicit teaching approaches
incorporate modelled, guided and
independent practice.

Teachers consider students’ cognitive load

and employ explicit teaching strategies to
optimise learning progress of students
across the full range of abilities. Effective
methods are identified, promoted
and modelled, and students’ learning
improvement is monitored, demonstrating
growth.’
School Excellence Framework, Teaching Domain (p 11)
79
Feedback

Please complete the

Effective questioning module survey to help us
improve future professional learning and
provide further support.

Contact us
ContactCurriculumImplementation@[Link]
[Link]
80
Explicit teaching strategies and resources

More information is available

about:

• ​explicit teaching

• how learning happens

• the enabling factors

• the explicit teaching strategies

[Link]
ching
81
Reference list (1)

Archer AL and Hughes CA (2011) Explicit instruction: effective and efficient teaching, Guilford Press.

AREO (Australian Education Research Organisation) (2021) Focused classrooms: managing the classroom to maximise learning, AERO, accessed 11
February 2025.

AERO (Australian Education Research Organisation) (2023a) Teaching routines, AERO, accessed 20 February 2025.

AERO (Australian Education Research Organisation) (2023b)

How students learn best: an overview of the learning process and the most effective teaching practices, AERO, accessed 27 February 2025.

AERO (Australian Education Research Organisation) (2023c) Gaining all students’ attention, AERO, accessed 27 February 2025.

AERO (Australian Education Research Organisation) (2023d) Explicit instruction optimises learning, AERO, accessed 15 February 2025.

Australian Education Research Organisation (AERO) (2024) Monitor progress, AERO, accessed 25 February 2025.

AITSL (Australian Institute for Teaching and School Leadership) (2023) Teacher standards, AITSL, accessed 12 February 2025.

Black P, Harrison C, Lee C, Marshall B and Wiliam D (2003) Assessment for learning: putting it into practice, Open university Press.

Black P and Wiliam D (2018) 'Classroom assessment and pedagogy', Assessment in Education: Principles, Policy & Practice, 25(6):551–575.

Bogdanovich P (28 October 2014) Higher-order questions, Dataworks Educational Research, accessed 25 February 2025.

CESE (Centre for Education Statistics and Evaluation) (2017) Cognitive load theory: research that teachers really need to understand, NSW Department
of Education, accessed 21 February 2025.

CESE (Centre for Education Statistics and Evaluation) (2018) Cognitive load theory in practice: examples for the classroom, NSW Department of
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Cottingham S (2023) Ausubel's meaningful learning in action, Hodder Education Group.

Harn B, Parisi D and Stoolmiller M (2013) ‘

Balancing fidelity with flexibility and fit: what do we really know about fidelity of implementation in schools?’ Exceptional Children, 79:181–193.

Kirschner PA, Sweller J and Clark RE (2006)

'Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inq
uiry-based teaching’
, Educational Psychologist, 41(2): 75–86, doi:10.1207/s15326985ep4102_1.

Martin AJ and Evans P (2018) 'Load reduction instruction: exploring a framework that assesses explicit instruction through to independent learning',
Teaching and Teacher Education, 73:203–214, doi:10.1016/[Link].2018.03.018.

Martin AJ (2002) ‘Motivation and academic resilience: developing a model of student enhancement’, Australian Journal of Education, 46:34-49. doi:
10.1177/000494410204600104.

McCrea P (2020) Motivated teaching: harnessing the science of motivation to boost attention and effort in the classroom, CreateSpace
Independent Publishing Platform.

Madgwick H (14 July 2021) ‘Exploring the evidence: prior knowledge and pupil misconceptions', Education Endowment Foundation, accessed 4
October 2024.

NCTM (National Council of Teachers of Mathematics) (2014) Principles to actions: ensuring mathematical success for all, NCTM.

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Sherrington T (2019) Rosenshine’s principles in action, John Catt Educational Limited.

Stahl RJ (1994) 'Using think time and wait time skilfully in the classroom', ERIC Digest, accessed 19 February 2025. RJ (1994)
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Rosenshine B (2012) ‘Principles of instruction: research-based strategies that all teachers should know’, American Educator, 36(1):12–39.

Sims S, Fletcher-Wood H, O’Mara-Eves A, Cottingham S, Stansfield C, Van Herwegen J and Anders J (2021)
What are the characteristics of teacher professional development that increase pupil achievement? A systematic review and meta-analysis ,
Education Endowment Foundation.

Wiliam D (2011) Embedded formative assessment, Solution tree press, accessed 3 February 2025.

Wiliam D (2014) ‘The right questions, the right way’, Educational Leadership, 71(6):16–19.

Wiliam D and Leahy S (2015) Embedding formative assessment: practical techniques for F-12 classrooms, Hawker Brownlow Education.

Visual Arts 7–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales,
2025.

Mathematics K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales,
2022

Science 7–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2023.

84
Copyright
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Attribution should be given to © State of New South Wales (Department of Education), 2024.

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