Create environments where students ask questions, not just answer them! When students become questioners, learning improves for all. Yet, even though research has repeatedly shown that student questioning increases ownership of learning and narrows opportunity gaps, studies show that students ask less than five percent of the questions in classrooms today. How do you turn this teacher-centric dynamic around? In this book by bestselling author and education expert Jackie Walsh, the author shifts the focus to student-centric learning and how to develop student questioning strategies, including…mehr
Create environments where students ask questions, not just answer them! When students become questioners, learning improves for all. Yet, even though research has repeatedly shown that student questioning increases ownership of learning and narrows opportunity gaps, studies show that students ask less than five percent of the questions in classrooms today. How do you turn this teacher-centric dynamic around? In this book by bestselling author and education expert Jackie Walsh, the author shifts the focus to student-centric learning and how to develop student questioning strategies, including self-questions, academic questions, exploratory questions, and dialogic questions. Other highlights include: ¿ Vignettes of quality questioning in action in various grade-level and content-area classrooms ¿ Examples of how to use questioning to harness the power of formative assessment and create a culture of inquiry ¿ Student questioning models for distance learning
Learn more about Jackie Walsh¿s PD offerings Jackie Walsh is an independent educational consultant who partners with educators across the country to enhance teaching and leading in classrooms, schools, and districts. Her passion and primary area of expertise is questioning-for both student and adult learning. Based in Montgomery, Alabama, Jackie is also the lead consultant for the Alabama Best Practices Center, which affords her the opportunity to work with networks of school teams, district teams, instructional partners, and superintendents. Jackie's early experience as a high school social studies teacher contributed to her passion for questioning. As a designer and facilitator of professional learning for teachers, instructional coaches, and administrators, she links quality questioning practices not only to student thinking and learning but also to adult learning and reflection. Her commitment is to collaborative design that customizes learning to the context of the learners. Her experience spans work in K-12, higher education, a regional research laboratory, and a state department of education. The author and co-author of numerous books and articles focused on quality questioning, Jackie seeks to make research and best practice accessible to practitioners. Her books, co-authored with Beth Sattes, include: Quality Questioning, 2nd Edition (2017), Questioning for Classroom Discussion (2015), Thinking Through Quality Questioning (2011), Leading Through Quality Questioning (2010), and Quality Questioning, 1st Edition (2005), She received her A.B. from Duke University, M.A.T. from the University of North Carolina (Chapel Hill), and Ph.D. from the University of Alabama. Follow Jackie on Twitter @Question2Think; email, walshja@aol.com.
Inhaltsangabe
LIST OF FIGURES LIST OF VIDEOS FOREWORD ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1. STUDENT QUESTIONING-TRANSFORMING LEARNING FOR ALL Why Is Student Question-Asking Important? Making the Case Why Should Teachers Incorporate Student Questions Into Their Instruction? Filling a Void What Propels Student Questioners? The Skill, the Will, and the Thrill How Can We Develop Students' Skill and Will to Ask Questions in Class? About This Book CHAPTER 2. TEACHERS AS ACTIVATORS-COMMITTING TO CHANGE, CREATING THE CULTURE How Can Teachers Motivate Students? Creating the Classroom Culture How Should Teachers Proceed? Setting Explicit Expectations How Can Teachers Transform Learning? A Process to Build Capacity CHAPTER 3. SELF-QUESTIONS-MONITORING LEARNING AND MAKING MEANING Monitoring Learning-Developing Student Capacity to Ask Questions to Self-Regulate Making Meaning-Developing Student Capacity to Ask Self-Questions to Build Understanding CHAPTER 4. ACADEMIC QUESTIONS-CLARIFYING AND DEEPENING UNDERSTANDING Building a Knowledge Base-Developing Student Capacity to Ask Academic Questions CHAPTER 5. EXPLORATORY QUESTIONS-EXPRESSING WONDERINGS AND CURIOSITIES Nurturing Curiosity-Developing Student Capacity to Ask Exploratory Questions CHAPTER 6. DIALOGIC QUESTIONS-CLARIFYING AND DEEPENING UNDERSTANDING Broadening Perspectives-Developing Student Capacity to Ask Dialogic Questions CHAPTER 7. THE END IN MIND-INCREASED AGENCY WITHIN AND BEYOND THE CLASSROOM Beyond Scaffolding-Toward a Holistic Approach Realizing the Potential-In School and Beyond REFERENCES INDEX
LIST OF FIGURES LIST OF VIDEOS FOREWORD ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1. STUDENT QUESTIONING-TRANSFORMING LEARNING FOR ALL Why Is Student Question-Asking Important? Making the Case Why Should Teachers Incorporate Student Questions Into Their Instruction? Filling a Void What Propels Student Questioners? The Skill, the Will, and the Thrill How Can We Develop Students' Skill and Will to Ask Questions in Class? About This Book CHAPTER 2. TEACHERS AS ACTIVATORS-COMMITTING TO CHANGE, CREATING THE CULTURE How Can Teachers Motivate Students? Creating the Classroom Culture How Should Teachers Proceed? Setting Explicit Expectations How Can Teachers Transform Learning? A Process to Build Capacity CHAPTER 3. SELF-QUESTIONS-MONITORING LEARNING AND MAKING MEANING Monitoring Learning-Developing Student Capacity to Ask Questions to Self-Regulate Making Meaning-Developing Student Capacity to Ask Self-Questions to Build Understanding CHAPTER 4. ACADEMIC QUESTIONS-CLARIFYING AND DEEPENING UNDERSTANDING Building a Knowledge Base-Developing Student Capacity to Ask Academic Questions CHAPTER 5. EXPLORATORY QUESTIONS-EXPRESSING WONDERINGS AND CURIOSITIES Nurturing Curiosity-Developing Student Capacity to Ask Exploratory Questions CHAPTER 6. DIALOGIC QUESTIONS-CLARIFYING AND DEEPENING UNDERSTANDING Broadening Perspectives-Developing Student Capacity to Ask Dialogic Questions CHAPTER 7. THE END IN MIND-INCREASED AGENCY WITHIN AND BEYOND THE CLASSROOM Beyond Scaffolding-Toward a Holistic Approach Realizing the Potential-In School and Beyond REFERENCES INDEX
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