Questioning Sequences in the Classroom (Classroom Strategies Series)

Ask targeted, specific questions to help students successfully meet learning goals. Learn to use a four-phase questioning sequence to reinforce what students learn, spark their curiosity, and ultimately increase achievement. You will explore the benefits of using questioning sequences to support student learning, discover techniques for creating these sequences, and gain the know-how to effectively implement them in classrooms.

Benefits - Gain a new form of questioning that enhances student learning.

- Learn to ask meaningful questions that deepen student knowledge and spark students' desire to learn more.

- Master the four phases of questioning sequences, and understand their effectiveness for student success.

- Discover strategies for employing questioning sequences for both single class periods and for lessons that span several days.

- Access reproducible comprehension questions and answers that support readers understanding of the text.

"This book walks teachers step by step through the challenging process of building understanding through classroom talk. The authors weave explicit examples and a solid research base into a unique framework of effective questioning practices. Applying their four-phase approach will boost your confidence in how to facilitate active listening, deep reflection, and purposeful conversations around diverse complex texts." -- Julie Coiro "Associate Professor, University of Rhode Island"

"Theories and frameworks are thinking tools that help the human mind deal with situations otherwise overwhelming in their complexity. With his questioning sequences framework, Marzano and Simms provide teachers with a powerful and flexible tool to help them shepherd students along the difficult path from initial exposure to real understanding of a topic. More importantly, he reminds us all to eschew myopic arguments about whether specific teaching tactics do or don't cause learning, and instead focus on how they can be combined and orchestrated into effective instructional designs." -- Ian Beatty "Assistant Professor of Physics, University of North Carolina at Greensboro"