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Challenging Learning Through Questioning de Martin Renton

Challenging Learning Through Questioning

Autor Martin Renton
en Limba Engleză Paperback – 19 mai 2020
Better questioning for better learning Effective questioning builds on natural curiosity, moving students out of their comfort zone and into the learning zone in a purposeful, accessible way. With this insightful guide, you'll fine-tune the three essential skills of questioning-know your intent, plan your responses, and stay purposefully silent-to elicit noticeably improved responses from students. Features include · Questioning sequences that work in any discipline · Techniques for deepening learning through questioning · Organizational strategies for pair, small-group, and whole-class dialogues · Best practices for balancing questioning, thinking tools, and strategic silences · Exercises, activities, and review and reflection sections
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Specificații

ISBN-13: 9781506376578
ISBN-10: 1506376576
Pagini: 226
Dimensiuni: 216 x 280 x 12 mm
Greutate: 0.58 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States

Recenzii

"James Nottingham’s work on Challenging Learning is a critical element of creating Visible Learners. This new series will help teachers hone the necessary pedagogical skills of dialogue, feedback, questioning, and mindset. There’s no better resource to encourage all learners to know and maximize their impact!"

Cuprins

List of Figures
The Challenging Learning Story
Foreword by James Nottingham
Preface
Acknowledgements
About the Author
The Language of Learning
Introduction
Part I: How to Question
Chapter 1: Questioning Essentials
1.0 The Three Essential Skills
1.1 Know Your Intent
1.2 Identifying Your Intent
1.3 Plan Your Responses
1.4 Stay Silent (and Listen)
1.5 Review
1.6 Reflection
Chapter 2: The Basic Questioning Sequence
2.0 The IRE Pattern
2.1 IRE as Closed Questioning
2.2 Problems in IRE
2.3 Rethinking the E
2.4 Using the Explore Step to Focus on Process
2.5 Challenge and the I-R-Explore Pattern
2.6 Questioning as Feedback
2.7 Review
2.8 Reflection
Chapter 3: Questioning Tools: Planning Effective Sequences
3.0 The Starting Point: Initiate—Where Questions Are Born
3.1 A Reflection Section
3.2 Your Options After the First Response: Planning With a Flow Chart
3.3 Planning to Explore: Stick With It!
3.4 Planning Questioning Sequences: The Funnelling Technique
3.5 Using the Funnelling Technique to Plan Longer Sequences
3.6 So Why Don't We Explore More?
3.7 Prompted to Explore!
3.8 Review
3.9 Reflection
Chapter 4: Questioning Flow
4.0 Pause and Paraphrase to Improve Flow
4.1 A Reflection Section
4.2 Paraphrasing
4.3 Getting in Flow
4.4 It’s Not About Giving Up Control!
4.5 Managing Questioning Sequences in Whole-Class Dialogues: Get the IDEAR!
4.6 Questioning Moves in the IDEAR Framework
4.7 A Questioning Example in the IDEAR Framework
4.8 Impact of the IDEAR Framework
4.9 Review
4.10 Reflection
Chapter 5: Stay Silent (and Listen)
5.0 Less Time to Process Means Less Impact
5.1 Wait-Time
5.2 Think-Time
5.3 Think-Pair-Share
5.4 Don’t Forget Think-Time 2!
5.5 A Taxonomy of Classroom Silences
5.6 The Skilful Use of Silences in Effective Questioning Sequences
5.7 Review
5.8 Reflection
Part II: Questioning and Challenge
Chapter 6: Thinking About Challenge
6.0 The Benefit of Struggle
6.1 How to Think About Challenge in Learning
6.2 Questioning to Encourage and Support Struggle
6.3 Know Your Intent: Get Into the Learning Zone!
6.4 The Learning Pit
6.5 The Learning Challenge Stages
6.6 Review
6.7 Reflection
Chapter 7: Questioning Activities to Challenge Thinking
7.0 Ranking Exercises
7.1 Diamond Nine
7.2 Extending Thinking With The Intention to Challenge
7.3 Your Role During the Groupwork Stage
7.4 Varying the Groupwork to Share Perceptions
7.5 Example Diamond Nine Cards for Different Age Groups
7.6 Other Shapes for Ranking
7.7 Review
7.8 Reflection
Chapter 8: Questioning for Challenge
8.0 Getting Into the Pit!
8.1 Intention to Challenge 1: The Counter-Example
8.2 Intention to Challenge 2: Comparisons
8.3 Intention to Challenge 3: Challenge Assumptions
8.4 Intention to Challenge 4: Define Extent
8.5 Advanced Questioning Techniques for Increasing Challenge
8.6 The Role of the Questioner: Teacher Stances When Questioning for Challenge
8.7 Time to Think When Questioning for Challenge
8.8 Review
8.9 Reflection
Part III: Students and Questioning
Chapter 9: Students Learning to Ask Questions
9.0 Question Stems
9.1 The Question Constructor
9.2 5 Ws (and an H!)
9.3 Inference Squares
9.4 Students Classifying Their Own Questions for Inquiry
9.5 Review
9.6 Reflection
Example Questioning Scripts
Final Reflections
10 Top Tips for Questioning
References
Index

Notă biografică

James Nottingham is the founder and executive director of Challenging Learning. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He has been described by Skolvärlden (Swedish Teaching Union) as "one of the most talked about names in the world of school development."

His first book, Challenging Learning has been published in 5 languages and has received widespread critical acclaim. His follow-up book, Encouraging Learning, supports his work with parents and community groups, as well as with teachers and leaders. Currently he is writing a series of books to share the best strategies for feedback, challenge, dialogue, progress and metacognition.

Before training to be a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross and as a teaching assistant in a school for deaf children. At university, he gained a first class honours degree in education. He then worked as a teacher and leader in primary and secondary schools in the UK before co-founding an award-winning, multi-million pound regeneration project supporting education, public and voluntary organisations across north east England.

In 2005, James started JN Partnership Ltd. He later developed this into the group of companies known today as Challenging Learning. The group has offices in the UK, Denmark, Norway, Sweden and Australia, and employs 20 full-time and approximately 50 part-time staff. James is well known throughout Scandinavia for his work with John Hattie's Visible Learning. Internationally he is known for his work on challenge, progress, Philosophy for Children and the Learning Pit.

In 2009, James was listed among the Future 500 - a "definitive list of the UK¿s most forward-thinking and brightest innovators."

Descriere

Converting curiosity into well-crafted questions is the start of learning. This guide provides tools to encourage students to ask their own insightful questions as they start to inquiry learning.