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200 1 $aConvergence of Probability Measures$fPatrick Billingsley
210   $aNew York$cJohn Wiley$d1968
215   $axii, 253 p.$d24 cm
225 1 $aWiley series in probability and mathematical statistics
610 0 $aCalcolo delle probabilita
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200 10$aNow that's a good question! $ehow to promote cognitive rigor through classroom questioning /$fErik M. Francis
210  1$aAlexandria, Virginia USA :$cASCD,$d[2016]
210  4$d?2016
215   $a1 online resource (x, 172 pages)
225 0 $aGale eBooks
300   $aDescription based upon print version of record.
311   $a1-4166-2075-3 
320   $aIncludes bibliographical references at the end of each chapters and index.
327   $aWhat 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?
330   $aExplore eight types of questions and how to use them to provide scaffolding to deepen student thinking, understanding, and application of knowledge.
606   $aQuestioning
606   $aCritical thinking$xStudy and teaching
606   $aLearning, Psychology of
606   $aCognitive learning
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