Rainbow Curriculum Rainbow Curriculum Planning tool for CfW
Estyn Report
Pricing
Join the waitlist Log in

Basketball Not Ping-Pong

A questioning approach where answers bounce between learners rather than back to the teacher, extending thinking sequences and keeping the whole class engaged.

Discussion
Basketball Not Ping-Pong diagram

What is basketball not ping-pong?

  • Pose a question and take one learner's answer without evaluating it
  • Ask a second learner to respond to or build on the first answer
  • Continue bouncing the discussion between learners
  • Only step in to summarise or redirect after several contributions

How it works

Basketball not ping-pong describes the difference between two classroom discussion patterns. In ping-pong, the teacher asks a question, a learner answers, the teacher evaluates, then asks the next question. The ball goes back and forth between teacher and learner. In basketball, the ball moves between players. Multiple learners handle it before it returns to the teacher.

In practice, this means resisting the urge to immediately evaluate each answer. When a learner responds, instead of saying "good" or "not quite", ask another learner: "Do you agree with that? Why?" or "Can you add anything to what Elin just said?"

This keeps all learners actively listening because they know they might be asked to comment on someone else's answer. It also extends the thinking and learning sequences in lessons, pushing learners to evaluate, compare and build on each other's ideas rather than just answering isolated questions.

The teacher's role shifts from evaluator to facilitator. You guide the discussion, probe for deeper thinking, and summarise at the end rather than after every contribution.

Classroom example

A Year 9 Humanities class in a Rhondda Cynon Taf school is discussing whether the Rebecca Riots were justified. The teacher asks Carys for her view. Carys says: "They were justified because the tolls were unfair." Instead of responding, the teacher turns to Dafydd: "What do you think about Carys's argument?" Dafydd adds: "The tolls were unfair, but destroying the gates was illegal." The teacher then asks Ffion: "Who do you find more convincing?" Three more learners contribute before the teacher draws the threads together. The discussion lasted four minutes instead of the usual thirty seconds.

Curriculum for Wales connection

Basketball not ping-pong develops the "Develop" strand of thinking skills by requiring learners to evaluate evidence and form reasoned opinions. It builds cross-curricular literacy through sustained oral argument and supports the Four Purposes by developing "ethical, informed citizens" who can engage with multiple viewpoints.

Rainbow Curriculum's Thinking Tools lens lets you track where discussion strategies like this are planned, building progression in oral reasoning across year groups.

Tips

  • Use a poker face while learners are discussing. If you nod or frown, they will read your reaction instead of thinking for themselves.
  • Start with two or three bounces and build up. Going from ping-pong to full basketball overnight is unrealistic.
  • A common pitfall: letting the discussion drift without purpose. Have a clear question and know when to draw it to a close.
  • Combine with increase thinking time. Give learners a moment to think before they have to respond to a peer.

Source: Adapted from "How to develop thinking and assessment for learning in the classroom", Welsh Assembly Government, Guidance 044/2010.