What I heard and saw was this: The teacher sat next to the student and asked, “How much would you have if you added 10 and 10?” The student replied, “20.” The teacher then asked, “How much would you have by adding 9 and 9?” The student answered, “19.” The teacher next asked the student to tell her how he got 19. References 133 Index 137 About the Authorįoreword I recently observed an expert teacher while she was engaged with a student during a mathematics lesson. Re-Planning: Reflection, Practice, and PatienceĮxamples of Encouraging the Questioning ProcessĪppendix A: Notes from Bloom’s Taxonomy of Educational Objectives 125 Appendix B: Notes from Gronland’s Stating Objectives for Classroom Instruction Strategies That Build Students’ Responses Re-Planning Based on Students’ Response: “Grand Conversations” Assessing Responses and Preparing Follow-Up QuestionsĪssessing Student Responses: The SOLO Methodįrom Initial Questions to Follow-Up: A 6th-Grade Book DiscussionĪnother Example: A 1st-Grade Discussion About Fall Using Wait Time for Differentiated Instruction Using the Questioning Cycle in Your Classroom It is a great way to spend a life.Īcknowledgments xiii Introduction 1 The Importance of Questioning Strategies I hope my children and grandchildren feel the same about their choices and professions. ![]() My professional career has been filled with many wonderful opportunities. This book is dedicated to my husband, Andrew, and my children, their spouses, and my grandchildren: Chris, Beth, Andrea, Jason, Emilia, Andrew, Christopher, Caroline, Jessica, Jacqueline, and Alexander. Critical thinking-Study and teaching (Middle school) I. Critical thinking-Study and teaching (Elementary) 3. Includes bibliographical references and index. Effective questioning strategies in the classroom : a step-by-step approach to engaged thinking and learning, K-8 / Esther Fusco foreword by Lawrence F. Library of Congress Cataloging-in-Publication Data Fusco, Esther. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2012 by Teachers College, Columbia University The poem “Perhaps” is reprinted by permission of the author, Randy Guilhas All rights reserved. ![]() ![]() Teachers College, Columbia University New York and London Using Responses to Re-Plan InstructionĪppendix A: Notes from Bloom’s Taxonomy of Educational ObjectivesĪppendix B: Notes from Gronland’s Stating Objectives for Classroom InstructionĮffective Questioning Strategies in the Classroom A Step-by-Step Approach to Engaged Thinking and Learning, K–8Įffective Questioning Strategies in the Classroom A Step-by-Step Approach to Engaged Thinking and Learning, K–8 Esther Fusco Foreword by Lawrence F. Assessing Responses and Preparing Follow-Up Questionsħ.
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