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010   $a1-4166-2077-X
035   $a(OCoLC)961187443
035   $a(MiFhGG)GVRL7354
035   $a(EXLCZ)993710000000777478
100   $a20160511h20162016  uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 10$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   $aCognitive learning
615  0$aQuestioning.
615  0$aCritical thinking$xStudy and teaching.
615  0$aLearning, Psychology of.
615  0$aCognitive learning.
676   $a371.3/7
700   $aFrancis$b Erik M.$01672665
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910806106603321
996   $aNow that's a good question$94036168
997   $aUNINA