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Effective Questioning Strategies in the Classroom: A Step-by-Step Approach to Engaged Thinking and Learning, K-8 [Minkštas viršelis]

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  • Formatas: Paperback / softback, 160 pages, aukštis x plotis x storis: 228x162x10 mm, weight: 240 g
  • Išleidimo metai: 06-Apr-2012
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807753297
  • ISBN-13: 9780807753293
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 160 pages, aukštis x plotis x storis: 228x162x10 mm, weight: 240 g
  • Išleidimo metai: 06-Apr-2012
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807753297
  • ISBN-13: 9780807753293
Kitos knygos pagal šią temą:
Questions are the most important tool a teacher can use to build a community of thinkers. This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students responses, and following up those responses with more questions to extend thinking. In this book, you will see students become more curious and actively involved with learning because they are allowed to use their skills to question, examine, and argue about different aspects of a topic. K-8 teachers across all disciplines can use this book to create a challenging learning climate and lively class discussions.
Foreword xi
Lawrence F. Lowery
Acknowledgments xiii
Introduction 1(8)
The Importance of Questioning Strategies
3(2)
The Impact of Questioning on Test-Taking
5(1)
The Premises of This Book
6(1)
The Structure of This Book
7(2)
1 The Questioning Cycle
9(15)
Active Processing
10(1)
What is the Questioning Cycle?
11(2)
The Attributes of Questions
13(7)
Using the Questioning Cycle in Your Classroom
20(4)
2 Planning Effective Questions
24(18)
The Elements of Planning
25(11)
Putting It into a Lesson
36(1)
Planning and Flexibility
36(3)
Effective Questions
39(3)
3 Structuring the Question
42(18)
Approaches to Structuring Questions
42(3)
Bloom's Taxonomy
45(6)
The Costa Model
51(1)
Differentiated Instruction
52(2)
Tips for Beginning the Process
54(2)
Variety in Questioning
56(2)
Summary
58(2)
4 Wait Time
60(10)
What is Wait Time?
60(1)
Effects of Wait Time
61(1)
Wait Time in the Questioning Cycle
62(1)
Strategies for Wait Time
63(3)
Using Wait Time for Differentiated Instruction
66(2)
Building Awareness
68(2)
5 Effective Listening
70(7)
Listening
73(2)
Questions
75(2)
6 Assessing Responses and Preparing Follow-Up Questions
77(20)
Assessing Student Responses: The SOLO Method
78(2)
Preparing Follow-Up Questions
80(3)
Analyzing Responses in Context
83(1)
From Initial Questions to Follow-Up: A 6th-Grade Book Discussion
83(4)
Another Example: A 1st-Grade Discussion About Fall
87(8)
Re-Planning Based on Students' Response: "Grand Conversations"
95(2)
7 Using Responses to Re-Plan Instruction
97(10)
Revising and Re-Planning
98(2)
Strategies That Build Students' Responses
100(5)
Re-Planning: Reflection, Practice, and Patience
105(2)
8 Students' Own Questions
107(9)
Teaching the Questioning Process
110(1)
Examples of Encouraging the Questioning Process
111(5)
9 The Impact of Questions
116(9)
Tools for Teachers
118(2)
The Impact of Questions: Final Thoughts
120(5)
Appendix A Notes from Bloom's Taxonomy of Educational Objectives 125(2)
Appendix B Notes from Gronland's Stating Objectives for Classroom Instruction 127(1)
Appendix C Questions to Use in Lessons 128(2)
Appendix D Anecdotal Form 130(1)
Appendix E Learning Guide 131(2)
References 133(4)
Index 137(8)
About the Author 145
Esther Fusco is an associate professor and chair of the Department of Teaching, Literacy and Leadership at Hofstra University, Hempstead, New York.