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We use a wide range of questions are used which challenge and stimulate pupils. Pupils are encouraged to pose questions and investigate.
Good questions inform, great questions transform.
Good questions inform, great questions transform.
Ken Coleman
Ken Coleman
Pose-Pause-Pounce-Bounce
Pose-Pause-Pounce-Bounce
The Pose-Pause-Pounce-Bounce technique is a priority for Stirling High staff to ensure questioning is distributed evenly and encourages wider engagement. Here is an example of how it works in a classroom:
Pose: The teacher asks a question to the whole class, such as, "How does scaffolding help you progress with your work?"
Pause: The teacher waits for a few seconds of silence, giving every pupil time to think and formulate an answer.
Pounce: The teacher selects a specific student to answer (e.g., "Alex, what do you think?"), rather than taking volunteers.
Bounce: The teacher "bounces" Alex’s answer to another student to build on it (e.g., "Sarah, do you agree with Alex, or can you add more detail?").
This strategy is often used alongside "rebound questions" and "no opt out" approaches to promote metacognition. The Pose-Pause-Pounce-Bounce technique is a primary tool used to meet the high standards of the Questioning component within the SHS Lesson Rubric.
In the rubric, to achieve a "Good" or "Very Good" rating, teachers must demonstrate that a "wide range of pupils are sampled" and that "almost all pupils actively answer questions". This specific technique helps avoid the "blind spot" of only calling on volunteers, ensuring engagement is distributed evenly across the class.
Furthermore, "bouncing" the question to other students encourages them to investigate and build on ideas, which aligns with the rubric's highest performance level.
I do, We do, You do
I do, We do, You do
I do, We do, You do
I do, We do, You do
The "I do, We do, You do" model is a core part of the school’s Adaptive Teaching strategy for 2025/26. It is designed to build pupil confidence through three distinct stages:
I Do (Modeling): The teacher explicitly demonstrates the new task or concept to the class.
We Do (Guided Practice): The teacher and pupils work through examples together. Peer observations have identified strengthening this specific phase as a top priority to ensure pupils are ready for independent work.
You Do (Independent Practice): Pupils work on their own to apply what they have learned and demonstrate mastery.
This structure provides the necessary scaffolding to help all learners progress at an appropriate pace.
See Practice for more info.
Hinge Questions
Hinge Questions
Hinge Questions are diagnostic, mid-lesson check-points used specifically to decide if a class is ready to move from guided practice (We Do) to independent work (You Do),,.
Here is how they function in a lesson:
The Check: After the teacher has modeled a task and practiced it with the class, they "pose" a single, multiple-choice question designed to reveal specific misconceptions,.
The Pivot: If the majority of the class answers correctly, the teacher moves to independent practice. If not, the teacher "pivots" back to more guided support to address the learning gap.
Tools: Teachers often use digital tools like Plickers or physical show-me boards to get an immediate, whole-class overview of these answers,.
“As Dylan Wiliam comments, feedback is what happens second, after high-quality teaching and careful selection of an assessment task that reveals how well students have understood the learning. Without these foundations in place, feedback may be of little value”
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