High Impact Teaching Strategies

Example 2: Year 9 – History

Year 9 and 10 History teachers at a recently opened school in a suburban growth corridor expressed their concern that many students in their classes were making limited progress. In a regular PLC meeting, they analysed assessment data for Years 9 and 10 students and were struck by the consistent absence of higher order thinking skills. This led PLC members to consider how they could use higher order questioning to encourage deeper learning. They agreed to research and trial effective questioning techniques that would promote high order thinking and ensure all students felt engaged, challenged and extended. To encourage deeper student learning, the teachers agreed to structure their lessons around strategic use of effective questions, particularly at higher cognitive levels. Two PLC members, responsible for teaching a Year 9 History unit, designed questions for every class that asked for evidence and/or clarification. In addition, they framed different kinds of questions for selected topics, including linking or extension questions, hypothetical questions, cause and effect questions, and summary and synthesis questions. They devoted attention to establishing explicit links to the learning goal of developing deeper understanding of the lesson content. During Terms two and three, they provided explicit instruction in various types of questions and their uses, modelled effective questioning, and encouraged students to ask questions of themselves. Their lesson plans incorporated learning activities that revolved around peer questioning, reciprocal teaching and student self-questioning. These approaches served to engage students in discussion, continuously extend their thinking and refine their understanding. The Year 9 teachers provided explicit instruction in each strategy, modelled its use, allowed students time for practice, provided feedback, and structured opportunities for students to give feedback to one another. The teachers monitored implementation of changes to their practice. They and other PLC members undertook peer observations which enabled sharing and debriefing about how well questioning techniques were supporting deeper learning. The Year 9 teachers regularly sought student feedback and were confident that by the end of Term 3 their students were more engaged, motivated and independent learners. Their confidence was reinforced when they analysed student achievement data in Term 4 to evaluate the impact of the changes to their practice.