Consider your content area and its rigor, its potential for high-level discussion, and how you teach critical thinking through quality questioning. Framing quality questions can be a challenging, and sometimes time-consuming, part of planning instruction. In Chapter 2, Vacca (2018) says, quality questioning is not just answering a question based on information from rote memory but is a dynamic process through which a teacher intentionally engages students in both cognitive and metacognitive operations(page 32).
Respond to the following in a minimum of 175 words:
Consider your own learning styles, interests, and needs. If you were a student in your classroom, what quality questioning types or strategies would work best for you? Why?(I teach kindergarten so please focus questions towards 5 year-old’s examples: using
predictions, questions like”I wonder” Questions using words like why or what or who
How might this perspective help you frame quality questions as the teacher?
In what ways can quality questioning advance both student and teacher thinking in your content area? Consider specific questions and question types in your answer.
Review the Colleges Conceptual Framework.
How does this topic link to the Colleges Conceptual Framework and the frameworks philosophical relationship to effective teacher preparation?
Answer & Explanation
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