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Challenging Learning Through Questioning
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Challenging Learning Through Questioning
Facilitating the Process of Effective Learning



May 2020 | 224 pages | Corwin
Converting curiosity into well-crafted questions is the start of learning. In this insightful guide, international education experts James Nottingham and Martin Renton show educators:
  • How to use questions to prompt exploratory dialogue
  • How to question students in order to challenge them into the learning pit - and help them construct meaning to get out of it!
  • How to help students ask their own big questions as the start to inquiry learning

The Challenging Learning Story

 
Contents

 
Figures

 
The Language of Learning

 
A Foreword by James Nottingham

 
Preview

 
Introduction

 
 
Part I: How to Question
 
Chapter 1: Questioning Essentials
1.0 The Three Essential Skills

 
1.1 Know Your Intent

 
1.2 Identifying Your Intent

 
1.2.1 Identify Your Intent: Knowledge

 
1.2.2 Identify Your Intent: Understanding

 
1.2.3 Identify Your Intent: Skills and Attitudes

 
1.2.4 Identify Your Intent: HIgh Expectations

 
1.3 Plan Your Responses

 
1.4 Stay Silent

 
1.5 Review

 
1.6 Reflection Section

 
 
Chapter 2: The Basic Questioning Sequence
2.0 The IRE Pattern

 
2.1 IRE as Closed Questioning

 
2.2 Problems in IRE

 
2.3 Rethinking the 'E'

 
2.4 Using the Explore Step to Focus on Process

 
2.5 Challenge and the IR-Explore Pattern

 
2.6 Questioning as Feedback

 
2.7 Review

 
2.8 Reflection Section

 
 
Chapter 3: Questioning Tools: Planning Effective Sequences
3.0 The Starting Point: Initiate– Where Questions are Born

 
3.1 A Reflection Section

 
3.2 Your Options After the First Response: Planning With a Flow Chart

 
3.3 Planning to Explore: Stick With It!

 
3.4 Planning Questioning Sequences: The Funneling Technique

 
3.5 Using the Funneling Technique to Plan Longer Sequences

 
3.6 So Why Don't We Explore More?

 
3.7 Prompted to Explore

 
3.8 Review

 
3.9 Reflection Section

 
 
Chapter 4: Questioning Flow
4.0 Pause and Paraphrase to Improve Flow

 
4.1 Paraphrasing

 
4.2 Getting in Flow

 
4.3 It's Not About Giving Up Control!

 
4.4 Managing Questioning Sequences in Whole-Class Dialogues: Get the IDEAR!

 
4.5 Questioning Moves in the IDEAR Framework

 
4.6 Questioning Example in the IDEAR Framework

 
4.7 Impact of the IDEAR Framework

 
4.8 Review

 
4.9 Reflection Section

 
 
Chapter 5: Stay Silent and Listen
5.0 Less Time to Process Means Less Impact

 
5.1 Wait Time

 
5.2 Think Time

 
5.3 Think-Pair-Share

 
5.4 Don't Forget Think-Time 2!

 
5.5 A Taxonomy of Classroom Silences

 
5.5.1 Think-Time 1

 
5.5.2 Within-Response Wait-Time

 
5.5.3 Think-Time 2

 
5.5.4 Self-Regulation Wait-Time

 
5.5.5 Teaching Processing-Time

 
5.5.6 Perception Checks

 
5.5.7 Permissive Wait-Time

 
5.5.8 Standpoint Time

 
5.5.9 Dramatic Think-Time

 
5.6 The Skillful Use of Silences in Effective Questioning Sequences

 
5.7 Review

 
5.8 Reflection Section

 
 
Part II: Questioning and Challenge
 
Chapter 6: Questioning and Challenge
6.0 The Benefit of Struggle

 
6.1 How to Think About Challenge in Learning

 
6.2 Questioning to Encourage and Support Struggle

 
6.3 Know Your Intent: Get into the Learning Zone

 
6.4 The Learning Challenge

 
6.5 The Learning Challenge Stages

 
6.6 Review

 
6.7 Reflection Section

 
 
Chapter 7: Questioning Activities to Challenge Thinking
7.0 Ranking Exercises

 
7.1 Diamond Nine

 
7.1.1 Questioning to Debrief the Learning

 
7.1.2 Extending the Diamond NIne

 
7.2 Extending Thinking with the Intention to Challenge

 
7.2.1 Challenge Intention 1: to clarify meaning using similar and different

 
7.2.2 Challenge Intention 2: to challenge the assumptions your students have made and encourage them to rethink previously unconscious ideas

 
7.2.3 Challenge Intention 3: to go from generic to specific and test if they work

 
7.3 Your Role During the Groupwork Stage

 
7.4 Varying the Groupwork to Share Perceptions

 
7.5 Example Diamond Nine Cards for Different Age Groups

 
7.6 Other Shapes for Ranking

 
7.7 Review

 
7.8 Next Steps

 
 
Chapter 8: Questioning for Challenge
8.0 Questioning and the Learning Challenge

 
8.1 Questioning at Stage Two of the Learning Challenge: The Learning Pit

 
8.2 Intention to Challenge, 1: The Counter Example

 
8.3 Intention to Challenge, 2: Comparisons

 
8.4 Intention to Challenge, 3: Challenge Assumptions

 
8.5 Intention to Challenge, 4: Define Extent

 
8.6 Advanced Questioning Techniques for Increasing Challenge

 
8.6.1 Intention to Challenge, 5: A = B

 
8.6.2 Intention to Challenge, 6: Not A, Not B

 
8.6.3 Intention to Challenge, 7: What if All, None, Some

 
8.7 The Role of The Questioner: Teacher Stances When Questioning for Challenge

 
8.8 Time to Think When Questioning for Challenge

 
8.9 Review

 
8.10 Reflection Section

 
 
Part III
 
Chapter 9: Students Learning to Ask Questions
9.0 Question Stems

 
9.1 The Question Constructor

 
9.2 5W's (and an H!)

 
9.3 Inference Squares

 
9.4 Students Classifying their Own Questions for Inquiry

 
9.5 Review

 
9.6 Reflection Section

 
Example Questioning Scripts

 
Final Reflections

 
Ten Top Tips for Questioning

 

"James Nottingham’s work on Challenging Learning is a critical element of creating Visible Learners. This new series will help teachers hone the necessary pedagogical skills of dialogue, feedback, questioning, and mindset. There’s no better resource to encourage all learners to know and maximize their impact!"

John Hattie, Professor & Director, Melbourne Education Research Institute
University of Melbourne
Key features

This book provides educators with:

  • Sample questioning scripts
  • Templates to plan for effective instruction
  • Questioning prompts to use in any discipline, with any grade level

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ISBN: 9781506376578
$34.95

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