@TeacherToolkit
Ross Morrison McGill founded @TeacherToolkit in 2010, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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What if we could help teachers ‘check for understanding’ more efficiently?
Teachers spend an inordinate amount of time honing their teaching methodologies, yet how many times have we paused to explore the psychology of questioning in the classroom? How does the art of questioning impact learning outcomes, cognitive development, and ultimately, student success?
The pursuit of answers to these questions underpins the aim of my new book, Guide to Questioning and is structured to offer a) theoretical underpinnings, b) practical approaches, c) real-world examples, and d) adaptable templates.
In this post, I need you to >> submit your views << to the database of research I have already gathered. At the time of writing, 14,000 pieces of data have already been collected.
Questioning dates back centuries
Historically, many have contemplated the workings of the human mind, traversing the domains of philosophy, cognitive science, and pedagogy. Teachers are no exception to this curiosity; however, the field of questioning techniques and their impact on learning is a less charted terrain in conventional teacher training programmes.
However, you’d be surprised to learn that a lot of academic research is available on question research in the classroom. Some of the sources I have referenced date back to 1912 and I wanted to bring one of the most used teacher interventions front and centre.
I believe that anything we do is never new and that each idea builds on the other. So, whilst I’m not the first person to publish research/book exclusively on questioning, I also won’t be the last, and I hope that what I have gathered here is used in years to come.
Bridging research theory and classroom practice
One of my aims is to construct one of the most comprehensive teacher databases in the UK, focusing on the potential gaps in our understanding and application of effective questioning techniques. The information collected will shed light on critical avenues for professional development for teachers, both new and experienced.
If you could take a moment to share your experiences and challenges regarding questioning in the classroom, your views will serve to refine teaching practices across a broad range of educational settings.
I seek to answer this question: ‘How can a deeper understanding of questioning techniques improve the quality of teaching and learning?’
Guide to Questioning extends the discussions initiated in my previous book, Guide to Memory. It continues into the depths of cognitive science, linking theoretical knowledge to real-world applications in the classroom.
Find out more about what the data collection says so far…
