Questioning for Classroom Discussion

Purposeful Speaking, Engaged Listening, Deep Thinking

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Questioning for Classroom Discussion by Jackie Acree Walsh, Beth Dankert Sattes, ASCD
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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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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