The Qu:Est 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 Qu:Est 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 Qu:Est 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.

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

Education & Teaching

Dantonio, Marylou

Beisenherz, Paul C.

Schools & Teaching

Pearson

Beisenherz and Dantonio propose a very different approach to teaching science-one that not only makes science more exciting to learn, but also helps students construct and apply basic concepts and develop thinking skills. Students come to appreciate science for what it really is: a process of inquiry, not just a body of knowledge. Using a learning cycle strategy, the book enables students to construct discrete science concepts on their own. This occurs in three phases: an exploration phase, in which students are exposed to hands on activities and other experiences related to a particular concept; an introduction phase, in which the concept is formally introduced; and an application phase, in which the concept is reinforced and expanded through additional experiences. All phases of the learning cycle use teacher questions to guide the learning experience. Beisenherz and Dantonio begin by discussing important questions to consider when presenting new concepts, then they introduce six basic physical science concepts with activities. The activities identify a problem's focus, list the materials needed, suggest procedures, highlight key questions to prompt the appropriate thinking processes, and include important background information. By the final section of the book, you are ready to develop your own learning cycle sequence.

Using the Learning Cycle to Teach Physical Science: A Hands-On Approach for the Middle Grades

Beisenherz, Paul

Science & Math

Heinemann

Collegial Coaching: Inquiry in the Teaching Self (Research for the Practitioner Series)

Phi Delta Kappa Intl Inc

This resource demonstrates how to ask questions that prompt students to focus, expand, and support their answers. Specific and practical steps for developing a successful questioning skills training program include: 1) A step-by-step training process to implement in staff workshops, 2) Seven guidelines to assist staff development leaders in presenting and evaluating questioning techniques, 3) Eight demonstration lessons to guide you in observing, evaluating, and creating your own questioning strategies, and 4) Seven guidelines for incorporating questioning strategies into your lesson plans.

How Can We Create Thinkers?: Questioning Strategies That Work for Teachers

Solution Tree

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Books by Dantonio, Marylou