Promoting high quality interactions with learners

27th November 2009

Effective Questioning

- find out where the learner is
- check level of understanding and prior knowledge
- 'who is at what point?'
- challenge thinking

- encourage laughter
- encourage opinions
- encourage self assessment

- to review progress
- to plan for progress
- 'where to from here'
- to 'add more'
- to move forward
- to work out what needs to be done

- to provide feedback and motivation
- to develop relationships
- to encourage thinking
- to 'bridge' gaps
- to overcome fear; develop confidence

Why do we ask questions?
(in general: pattern 0f importance to this group - it was noted this will vary according to situation and context in which they are working; emphasis will be different; mixed range of ability, knowledge and experience)
eg:
- find out what learners want to know
- identify , diagnose difficulties or blocks to learning
- structure tasks to maximise learning
- stimulate interest
- to focus on an issue or topic
- promote thinking
- stimulate to ask questions
- manage and organise learning behaviour
- give opportunity to assess and learn through discussion

* focus on AQTF standards - depth and breadth of knowledge; rather than TP's!

Strategies

Do you really expect an answer or are you using questions as a prompt?

Think about use of questioning - frame questions where you want people to 'open up'
key messages: prepare, plan, work out what you want to achieve, sequence, open questions (talk and explore ideas)

Be confident to 'wait and put back to group' - don't always jump in b4 response...allow time for 'talking'; use and share wisdom of the group. Using group and giving space to stimulate responses from group.

have a framework of questions in 'our head'
*Dave Rumsey's framework for VET questioning
'stems' eg What would you do if...? What would you do instead...?

Link to dimensions of competency!
enabling us to gather evidence in different situations (transfer skills)

13th November Integrating Assessment for learning

6 key strategies for changing practice – unexpected outcomes

Student/Learners

Better depth of knowledge
Faster inclusion into the guild – respect earned
Ownership of learning
Possibly different from what they know now
‘Rebellion’
Feedback
Feed forward
Flexibility
Capacity
Self confident
Motivation
Confidence
Pathways
Engagement
Empowered
Ripple effect on life

Industry

Partnerships
Changes to association with industry
Job ready employees
Closer to what industry need

Govt

Develop workforce capacity
Licensing regulation and accreditation
Better outcomes for students
Meeting AQF
Embedding quality practices in audits
Auditing practices to change


Change Agent 'Me'

Keep up to date with who change agents are
Networks
How do CA support growth

Influence others
Change practice
Increase professional judgement
Change in organisation

RTO/staff

Resources
Facilities
staffing
Admin
Quality/comp
Changing ‘landscape’

Business plan
Changing direction

Performance development
Upskilling
Job satisfaction
Morale
Culture of organisation
Career aspirations

Possibly hard ax organisation
Efficiency/higher turnover

Sharing Learning Intentions

6 most effective strategies

recognition of what they know - knowledge, skills and behaviour/attitude
modelling demonstration
analysing work examples - examples of 'good and bad' practice (eg vice!) and explain why
engaging students in whole process - learning journey
real, authentic experiences and circumstances
expected outcomes in a language the learner understands