ASKING EFFECTIVE QUESTIONS
Expert Insights & Keynotes.
Bite-size interviews and keynote presentations from Asking Effective Questions experts to dig deeper into what you've learnt and how to apply it to your teaching practice.
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PROFESSOR GEMA ZAMARRO
How does the order of test questions impact student performance?
Research suggests that changing the question order of a test can have various effects on student performance.
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DR NICK SODERSTROM
What are the benefits of pre-testing?
Pre-testing can improve attention and learning, boost self-esteem and discourage students from prematurely assuming mastery.
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DR NICK SODERSTROM
How to create effective pre-test questions
Focussing on the level of difficulty and the nature of the questions asked can help the effectiveness of pre-test questions.
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DR LUKAS MUNDELSEE
Does Think, Pair, Share encourage students to participate in class?
Research suggests the pairing phase plays a vital role in promoting class participation.
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DR LUKAS MUNDELSEE
Do extended Wait Times positively affect student participation?
Extending Wait Times to 10 seconds can enhance students’ ability to process their thoughts and increase voluntary participation.
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DR LUKAS MUNDELSEE
How to improve paired discussion in the classroom
Dr Mundelsee provides ways to optimise communication between partners during Think, Pair, Share.
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DR ALICE LATIMIER
Should we question students before and after they are taught information?
Combining the two strategies can be a useful strategy to enhance student learning.
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DR FARIA SANA
Should you swap your learning objectives out for pre-questions?
Find out what makes pre-questions a low-cost, time efficient and easily implementable solution to enhance student outcomes.
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DR SHANA CARPENTER
What are pre-questions, why do they work, and how can you use them?
Find out more about why incorporating pre-questions into your practice can be so useful.
DR KRIPA SUNDAR
Does changing the type of question impact students’ Retrieval Practice?
A discussion which
compares multiple-choice questions to open-ended questions, specifically the
effect that question type can have on improving students’ Retrieval Practice.
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BLAKE HARVARD
How to use multiple-choice questions
Discover the
versatility of multiple-choice questions and tips for
how to use them effectively.
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BLAKE HARVARD
What makes a great multiple-choice questionnaire?
Learn about how the
number of potential answers, design, and structure of the multiple-choice
questionnaire (MCQ) should be considered when designing
a great MCQ.
Watch here
Watch here
BLAKE HARVARD
How to avoid common multiple-choice question mistakes
Find out how to turn multiple-choice
question mistakes into a unique learning opportunity and create a
collaborative learning experience that utilises Retrieval
Practice.
Watch here
Watch here
BLAKE HARVARD
What are reverse-engineered multiple-choice questions?
Learn about a unique technique in which the students create questions to multiple-choice questionnaires.
Watch here
Watch here
PROFESSOR GEMA ZAMARRO
RESEARCHER
How does the order of test questions impact student performance?
Research suggests that changing the question order of a test can have various effects on student performance.
DR NICK SODERSTROM
RESEARCHER
What are the benefits of pre-testing?
Pre-testing can improve attention and learning, boost self-esteem and discourage students from prematurely assuming mastery.
DR NICK SODERSTROM
RESEARCHER
How to create effective pre-test questions
Focussing on the level of difficulty and the nature of the questions asked can help the effectiveness of pre-test questions.
DR LUKAS MUNDELSEE
RESEARCHER
Does Think, Pair, Share encourage students to participate in class?
Research suggests the pairing phase plays a vital role in promoting class participation.
DR LUKAS MUNDELSEE
RESEARCHER
Do extended Wait Times positively affect student participation?
Extending Wait Times to 10 seconds can enhance students’ ability to process their thoughts and increase voluntary participation.
DR LUKAS MUNDELSEE
RESEARCHER
How to improve paired discussion in the classroom
Dr Mundelsee provides ways to optimise communication between partners during Think-Pair-Share.
DR ALICE LATIMIER
RESEARCHER
Should we question students before and after they are taught information?
Combining the two strategies can be a useful strategy to enhance student learning.
DR FARIA SANA
RESEARCHER
Should you swap your learning objectives out for pre-questions?
Find out what makes pre-questions a low-cost, time efficient and easily implementable solution to enhance student outcomes.
DR SHANA CARPENTER
RESEARCHER
What are pre-questions, why do they work, and how can you use them?
Find out more about why incorporating pre-questions into your practice can be so useful.
DR KRIPA SUNDAR
RESEARCHER
Does changing the type of question impact students’ Retrieval Practice?
A discussion which compares multiple-choice questions to open-ended questions, specifically the effect that question type can have on improving students’ Retrieval Practice.
BLAKE HARVARD
RESEARCHER
How to use multiple-choice questions
Discover the versatility of multiple-choice questions and tips for how to use them effectively.
BLAKE HARVARD
RESEARCHER
What makes a great multiple-choice questionnaire?
Learn about how the number of potential answers, design, and structure of the multiple-choice questionnaire (MCQ) should be considered when designing a great MCQ.
BLAKE HARVARD
RESEARCHER
How to avoid common multiple-choice question mistakes
Find out how to turn multiple-choice question mistakes into a unique learning opportunity and create a collaborative learning experience that utilises Retrieval Practice.
BLAKE HARVARD
RESEARCHER
What are reverse-engineered multiple-choice questions?
Learn about a unique technique in which the students create questions to multiple-choice questionnaires.
BRADLEY BUSCH
Using psychologically rich questions in the classroom
Bradley explores the research on questioning techniques and suggests effective techniques for asking questions.
BRADLEY BUSCH
PRESENTER
Using psychologically rich questions in the classroom
Bradley explores the research on questioning techniques and suggests effective techniques for asking questions.
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Cognitive Load Theory
Cognitive Load Theory highlights that all information first has to go through our working memory, which has a limited capacity. Too much information can overload students' brain, which can hinder or even completely halt transfer to their long-term memory – which is where learning happens.