Questioning for Classroom Discussion
Purposeful Speaking, Engaged Listening, Deep Thinking
Nonfiction, Reference & Language, Education & Teaching
| Author: | Jackie Acree Walsh, Beth Dankert Sattes | ISBN: | 9781416621621 |
| Publisher: | ASCD | Publication: | November 16, 2015 |
| Imprint: | ASCD | Language: | English |
| Author: | Jackie Acree Walsh, Beth Dankert Sattes |
| ISBN: | 9781416621621 |
| Publisher: | ASCD |
| Publication: | November 16, 2015 |
| Imprint: | ASCD |
| Language: | English |
What type of questioning invigorates and sustains productive discussions?
That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers.
Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning.
The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students.
With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.
What type of questioning invigorates and sustains productive discussions?
That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers.
Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning.
The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students.
With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.
