TABLES -- FIGURES -- INTRODUCTION -- Ch -- 01. ESTABLISHING AN EFFECTIVE ENVIRONMENT FOR QUESTIONING -- Ch -- 02. REASONS FOR ASKING (AND NOT ASKING) QUESTIONS -- Ch -- 03. EFFECTIVE QUESTIONING PRACTICES WHEN FRAMING AND DELIVERING QUESTIONS -- Ch -- 04. INEFFECTIVE QUESTIONING PRACTICES WHEN FRAMING AND DELIVERING QUESTIONS -- Ch -- 05. EFFECTIVE QUESTIONING PRACTICES WHEN RESPONDING TO STUDENTS' ANSWERS -- Ch -- 06. INEFFECTIVE QUESTIONING PRACTICES WHEN RESPONDING TO STUDENTS' ANSWERS -- Ch -- 07. ENCOURAGING STUDENT QUESTIONING -- Ch -- 08. USING TAXONOMIES TO FORMULATE QUESTIONS -- Ch -- 09. QUESTIONING FOR CRITICAL THINKING -- Ch -- 10. SOCRATIC QUESTIONINGCh -- 11. CRITICAL QUESTIONING TO EVALUATE THE VALIDITY OF INFORMATION -- Ch -- 12. IMPLEMENTING QUESTIONING SKILLS
Summary
Exemplary Classroom Questioning describes how to organize a classroom environment that supports questioning. Marie Menna Pagliaro presents a research-based analytic approach to effective teacher practices when delivering questions and responding tostudents' answers and emphasizes how to teach students to think critically and become involved in constructing their own questions. This book provides numerous questioning examples and a coaching rubric that allows readers to assess present questioning skill mastery and improve performance
