Critical thinking questioning strategies

When we ask the right questions, we succeed as a thinker, for questions are the force that powers our thinking. Thinking, at any point in time, can go off in thousands of different directions, some of which, by the way, are dead-ends.

Teaching Critical Reading with Questioning Strategies

Questions define the agenda of our thinking. They determine what information we seek. They lead us in one direction rather than another. Handbook I: Cognitive domain.

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Brookfield, S. The discussion book: 50 great ways to get people talking.

Questioning Strategies

Chase, B. Making the connection between increased student learning and reflective practice.

Using Questioning Strategies to Teach

Educational Horizons, 79, — Elder, L. Lemons, P. Nilson, L.

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Each text structure demonstrates different relationships among the main ideas, details, and sections of a text and may be associated with a particular genre or text type. While text type can act as a clue to the kind of structure being used, signal words and phrases within the text can also indicate the use of a particular text structure.

Students can design their own lists of text structure signal words and phrases to help them quickly and easily identify the structure at work pp.

Questioning Techniques: Research-Based Strategies for Teachers

Text structures, in addition to being organizational tools, can also inform how students interpret the main ideas in a text. For instance, a student reading a text with a comparison structure will know that he needs to identify the two objects being compared and find details in the text that show how the two objects are similar and different.

Each phase is as important as the others, and together the phases move students toward making authentic claims and providing evidence for them, the heart of argumentation. Questioning sequences should be based on the established instructional goals for a unit, which are derived from a set of standards p. Teachers can select any category that a detail fits into, depending on their instructional goals.

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  8. If the learning goal highlights several categories, the teacher may want to divide students into groups, allowing each group to focus on one category as they proceed into the third and fourth phases of the questioning sequence.