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Much is talked about what makes for ‘effective’ questioning. As we know from Unit 1, there needs to be a greater focus on the kind of questioning that reaches the parts of the brain that other questioning does not reach.

Effective practice in CPD also encourages reflection by trainees on not only what is being tried out but on what impact is being seen. Changing your teaching does not necessarily mean that your pupils have benefited. Evaluating the impact shows how the CPD has been useful and what can be done to sustain its impact.

This unit again encourages such professional reflection on impact and engages participants in actively modelling some more techniques that can easily be implemented in the everyday classroom.

Aims and outcomes

Participants will:

  • share the outcomes of their classroom experiments after Unit 1
  • be able to identify the features of a good question to challenge themselves and their pupils
  • experiment with some effective techniques that can be implemented immediately and without spoon-feeding
  • reflect on the impact of their work so far.

Unit contents

  • Warm up activity 
  • Speed-learning intro 
  • Speed-learning discussions 
  • Pose, pause, pounce, bounce 
  • PMI activity 
  • Personal reflections 
  • Where now? What next? 
  • Round up activity

Unit content

Unit 2: How? Effective questioning 1