Exemplary Classroom Questioning describes how to organize a classroom environment that supports questioning. The book presents a research-based analytic approach to effective teacher practices when delivering questions and responding to students’ answers. Attention is given to involving students in critical thinking and in constructing their own questions. Numerous questioning examples are provided along with a coaching rubric that allows readers to assess present questioning skill mastery and improve performance.
Benefits and special features
• Self reflection questions
• Summaries at appropriate points
• Examples from all teaching levels
• Classroom clips and classroom scripts
• Socratic questioning and scripts
• Method to transform present lessons to those that improve critical thinking
• Coaching rubric to enhance questioning performance
Exemplary Classroom Questioning provides a concrete and much needed “how to” for teaching teachers how to become coaches and facilitators of learning on all grade levels. The emphasis on 21st century skills compels teachers to move students from acquiring facts to analyzing and evaluating information from product to process. This book encourages teachers to reinvent the learning environment so that students are encouraged to question, reflect and synthesize information. Teachers are also taught to make the learning relevant to the students’ lives and prepare them for the new economy. Dr. Pagliaro’s directions transform teachers into facilitators and coaches themselves so they can transform the learning process for their students. This book is a must-have for both veteran and new teachers.
Eileen Davidson, Principal, The Ursuline School, New Rochelle, NY
Exemplary Classroom Questioning readily provides the ideal resource for both the veteran teacher who seeks to improve his/her sense of efficacy in the art of student questioning for critical thinking and the first year novice who wants to design classroom instruction around questions that promote enthusiastic learning and reduce behavior issues. Full of concise easy to understand research-driven examples of the various genres of classroom questioning, this book can equally serve as a personal self-reflection tool or as a campus-wide book study.
Claudia Iselt, Ed.D., Former Superintendent, Principal, Staff Developer, Houston, TX
Marie Pagliaro’s book, Exemplary Classroom Questioning: Practices to Promote Thinking and Learning, has inspired important discussions with teachers on the power of thoughtful questioning. Her insightful suggestions, clear examples, and research- supported reasoning make it a valuable resource for both elementary and secondary teachers.
Edgar McIntosh, Principal, Ardsley Middle School, Ardsley, NY
This book is a true treasure for the classroom teacher and an invaluable asset to the administrator. Pagliaro solidly lays the groundwork to take teachers from their current daily questioning skills to potentially full mastery whereby teachers’ questioning develops deep and critical thinking in their students. The book provides an abundance of examples, clear summaries and charts to further illustrate text and enhance memory of its contents, and gentle guidance toward amplification of understanding. It is most practical in its illustration of both effective and ineffective techniques; it equips teachers with the language and methods to implement effective techniques. This book is compelling reading for K-12 teachers and administrators, forever changing practice for those who read it.
Mary Beth Anderson, Director, Teacher Center of Central Westchester (a nine school district consortium), Valhalla, NY
I found Exemplary Classroom Questioning quite compelling as I have been visiting classrooms of late where the issues of questioning students, structuring questioning, anticipating possible responses, and dealing with unexpected responses have become crucial in shaping a more effective lesson. Classroom questioning has emerged as an unexplored area in lessons that needs explicit attention and examination. This book does it for me.
Cathy Rikhye, Ed. D., lecturer, Department of Curriculum and Teaching, Columbia University, New York, former director, D75 Office of Inclusive Education, New York City Board of Education