02256oam 2200481 450 991080610660332120190911103508.01-4166-2077-X(OCoLC)961187443(MiFhGG)GVRL7354(EXLCZ)99371000000077747820160511h20162016 uy 0engurun|---uuuuardacontentrdamediardacarrierNow that's a good question! how to promote cognitive rigor through classroom questioning /Erik M. FrancisAlexandria, Virginia USA :ASCD,[2016]�20161 online resource (x, 172 pages)Gale eBooksDescription based upon print version of record.1-4166-2075-3 Includes bibliographical references at the end of each chapters and index.What is questioning for cognitive rigor? -- What makes a good question essential? -- How do good factual questions set the foundation for deeper learning? -- How do good analytical questions deepen knowledge and thinking? -- How do good reflective questions expand knowledge and thinking? -- How do good hypothetical questions pique curiosity and creativity? -- How do good argumentative questions address choices, claims, and controversies? -- How do good affective questions promote differentiation and disposition? -- How do good personal questions motivate students to learn? -- How should students address and respond to good questions?Explore eight types of questions and how to use them to provide scaffolding to deepen student thinking, understanding, and application of knowledge.QuestioningCritical thinkingStudy and teachingLearning, Psychology ofCognitive learningQuestioning.Critical thinkingStudy and teaching.Learning, Psychology of.Cognitive learning.371.3/7Francis Erik M.1672665MiFhGGMiFhGGBOOK9910806106603321Now that's a good question4036168UNINA