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September 2015 | Volume 73 | Number 1 Questioning for Learning Pages 40-44 Designing Great Hinge Questions Dylan William Here's how teachers can get on-the-spot evidence about what students do and don't understand before moving forward with their lesson. Every teacher I've ever met knows that no lesson plan survives the first contact with real students. And yet most teachers plan their lessons as though they're going to go perfectly. They plan them on the basis of assumptions they know to be false. I'd like to suggest a small but powerful modification: Because lessons never go according to plan, teachers should build plan B into plan A. This involves designing a lesson with a "hinge" somewhere in the middle and using specific kinds of questions—what I call hinge questions—to quickly assess students' understanding of a concept before moving on. The Rationale Behind the Hinge When planning a lesson, the teacher identif

Dylan wiliam 5 key strategies of formative assessment

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Questioning strategies