ERIC Number: ED331010
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
How Can We Create Thinkers? Questioning Strategies that Work for Teachers.
Intended for staff development leaders and teacher study groups, this manual is designed for ongoing, interactive inservice. The talent development model explained in the manual encourages the use of a training cycle and the involvement of peer observers and coaches to assure classroom transfer of the questioning processes. Each of the manual's three sections contains information regarding the content, process, and background information needed by individuals desiring to refine their abilities to use questioning processes to focus, guide, and facilitate learner thinking. Section 1, The Talent Development Model, provides guidelines and information regarding the process needed to be used in understanding and acquiring skill in the questioning processes identified in the manual. It introduces a four-phase model that includes the critical attributes for each phase of the talent development model and the key issues that must be addressed in each phase of the cycle. Section 2, Readings on Talent Development in Questioning, contains the background readings necessary to understand the literature on teachers' questioning behaviors and the critical features of the questioning process identified. Section 3, Questioning Processes: Development Materials, includes the study materials needed by teachers in order to learn how to plan, conduct, and critique the quesitoning processes. The materials can also be used by the staff development leaders in the creation of instructional materials. (MG)
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Improvement, Models, Professional Development, Questioning Techniques, Staff Development, Talent Development, Teacher Improvement, Teaching Methods, Thinking Skills
National Educational Service, 1821 West Third St., P.O. Box 8, Bloomington, IN 47402 ($22.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A