Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices

Dantonio, Marylou; Beisenherz, Paul C.

ISBN 10: 0205280366 / ISBN 13: 9780205280360

Published by Pearson (edition 1), 2000

About this Item

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.

Seller Inventory # 0205280366-11-1

Bibliographic Details

• Title: Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices
• Publisher: Pearson (edition 1)
• Publication Date: 2000
• Language: English
• ISBN 10: 0205280366
• ISBN 13: 9780205280360
• Binding: Paperback
• Edition: 1.
• Condition: Good

About this title

Synopsis

The Qu:Est Instructional Strategy model (Questioning Understandings, Empowering Student Thinking) is an approach which develops and refines student conceptual understandings through instructional conversations. The complexities and challenges encountered by practicing teachers in learning to question productively are illustrated through teacher vignettes. A Facilitative Set at the beginning of each chapter describes the thinking operation or critical issue and why it is important to conceptual understanding, and how the chapter will be organized. Self-Study Discussions examines the critical issues of productive questioning using vignettes, lesson plans, and transcripts as references. Inquiry Suggestions and Questions at the end of each chapter invite the reader to investigate the Qu:Est strategy by examining a transcript of a dialogue or by observing a critical issue with a classroom context in order to personalize learning. Sample Lesson Designs are provided as a guide for conducting the Qu:Est Instructional Strategy. Teacher vignettes illustrate in narrative form the central issues of each chapter by evoking recollections, organizing critical points, and making meaning of learning and teaching experiences. Reflections of Teacher Learning follow each vignette. The reflection assists the reader in understanding how the teacher perceives the learning taking place during the vignette. For in-service teachers and staff development leaders.