Region 13's E-Campus

It'd be so easy If we could just tell students to "ask good questions" and they would respond in kind. But one of the mind shifts we might need to adopt (or adapt) is the realization that teaching students how to ask good, or "beautiful," questions (Warren Berger) takes practice -- lots and lots of practice. And not just from students, but from teachers who, by establishing frequent routines and procedures, can create classrooms of deep, complex thinking, generated through the habit of questioning. 

Part I:

Begin learning about, practicing, and crafting these routines and procedures together as we: 

• In this self-paced, online learning course, you will:

  • Discuss: 
    • the importance of student-generated questioning within the ELAR classroom.
    • what makes a “good question,” 
    • the value of questioning on future success, and 
    • the “five enemies of classroom questioning.”
  • Compare Bloom’s Taxonomy and Costa’s Levels of Thinking.
  • Classify and Create questions according to Costa’s three Levels of Thinking. 
  • Create questions using visual and written text.
  • Analyze text through discussion strategies.

We recommend that you complete session I prior to session II.