Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices

by Marylou Dantonio, Paul C. Beisenherz

The Instructional Strategy model (Questioning Understandings, Empowering Student Thinking) is an approach which develops and refines student conceptual understandings through instructional conversations. The complexities and challenges encountered by practicing teachers in learning to question productively are illustrated through teacher vignettes. A Facilitative Set at the beginning of each chapter describes the thinking operation or critical issue and why it is important to conceptual understanding, and how the chapter will be organized. Self-Study Discussions examines the critical issues of productive questioning using vignettes, lesson plans, and transcripts as references. Inquiry Suggestions and Questions at the end of each chapter invite the reader to investigate the strategy by examining a transcript of a dialogue or by observing a critical issue with a classroom context in order to personalize learning. Sample Lesson Designs are provided as a guide for conducting the Instructional Strategy. Teacher vignettes illustrate in narrative form the central issues of each chapter by evoking recollections, organizing critical points, and making meaning of learning and teaching experiences. Reflections of Teacher Learning follow each vignette. The reflection assists the reader in understanding how the teacher perceives the learning taking place during the vignette. For in-service teachers and staff development leaders.

236 pages, Paperback

First published November 19, 2000

Reviews

[Rachel · Rating 4 out of 5]

A bit heavy on the analytics and non-classroom friendly research at the start, but the latter half of the text really digs in to how to apply in the classroom. A good one to pull some core ideas from.

[Beth · Rating 1 out of 5]

So out-of-date - 1*

This book was released in 2001 but its references are all from the 1980s.
Don't bother. Just don't.