How was it used?

An introduction to Year 2 children to different types of questioning leading up to ICT work on branching databases.  

The resource was used with small groups and with the whole class.

Learning objectives

To understand that there are different types of questions which can be answered in different ways

To ask questions that comply with the rule that they can only have a yes or no answer.

Differentiation

Activity 1

For pupils who needed structured guidance in their thinking or for pupils who were independent readers and could play the game without adult support.

Activity 2

For pupils who were developing the ability to think logically and able to ask appropriate questions independently.

Impact and Outcomes

In line with Skills Framework for 3-19 Year Olds in Wales, this resource impacted upon:

Thinking skills

• Plan -Asking Questions - Ask questions related to context and listen before asking further questions.
• Develop – Thinking Logically and Seeking Patterns - Identify and describe similarities and differences by making simple comparisons.
• Reflect – Reviewing Outcomes and Success Criteria – Link outcomes to success criteria.

Literacy

• Oracy  - Developing Information and Ideas.

Numeracy

• Comparing Data - Sorting objects using one or more criteria.

When playing the independent game, the children developed an understanding that there are different types of questions which require different types of answers and soon began to realise the type of questions that were required to comply with the rule that they can only have a ‘yes’ or ‘no’ answer.  

The children had to listen carefully to the answers given and look for the similarities and differences in the characters portrayed in the game before seeking patterns and rejecting some characters based upon that answer.

They then had to look for similarities and differences in the remaining characters before formulating a new question based upon their observations.  

They were able to review their outcomes collaboratively as the game progressed and the children corrected each other’s thinking. At the end of the game they were able to see if they had guessed the correct character.

With the guided game the emphasis was more on the logical thinking and seeking patterns.

Learner Feedback

“This is just like ‘Guess Who?”

“Can we play it again?”

The children were fully engaged with the resource and were clearly learning through play – which is the ethos of the Foundation Phase

Other Resources

• A classroom display of the children’s photographs set out like the NGfL resource.
• A ‘Guess My Number..’ online resource
• Variety of costumes and dressing-up accessories in the role play area.
• Guess Who? board games.

Lesson Learnt

Initial adult guidance is needed to ensure that the children are familiar with the rules of the game and to show them how to reflect their thinking in line with the way the resource has been developed to work.

Adult guidance is needed with Activity 1 where the children are not confident readers, although when they are at a stage where their thinking has developed enough to be able to play the game effectively it is more likely that they will also be able to read what appears on the screen.