Strategies for Key Groups

1. Challenging our Most Able

2. Asking Higher-Order Questions
Higher-order questions require students to provide
answers that move beyond the sharing of simple
information.
Amongst their many functions, they require learners to
interpret data, justify opinions, provide supporting
evidence and hypothesise…

3. To respond to a divergent question, a student must be
able to recall some information from memory, but must
also apply that knowledge and other knowledge to
explain, extrapolate or further analyse a topic, situation
or problem.
Divergent questions are broader in nature, can have
multiple answers, and require a higher level of thinking
on behalf of the student.
Divergent (Open-Ended) Questions

4. Higher-Order Divergent Question Stems
• What is your reaction to… and why?
• Can you defend your position on the topic of…?
• How would you have responded to… and why?
• How effective are…?
• What impact do you believe… would have and why?
• Why is… of value?
• What are the alternatives…?

5. Thinking Time
• Students with SEND need thinking time in
order to process what is being said
Year Group Need No. of students
10 Auditory Memory 22
11 Auditory Memory 14
10 Visual Memory 30
11 Visual Memory 45
Data taken from Lucid LASS test based on
SS of 85 or below

6. Tips
• Make sure you say the student’s name to
ensure they are listening
• Explain you’re going to be asking a question
• Ask other students
• Come back for the answer
• Think pair share
• Show me, don’t tell me

7. • por favor abra sus libros y
empezar a leer hasta que te
duermas
PUPIL PREMIUM LEARNERS

8. What are PP students telling me?
“I am struggling because I don’t
understand what the teacher wants
me to do in class”