Synopsis
Effective questioning strategies and appropropriate wait times for responses are core components of teaching methods that build higher-order thinking skills and contribute to enhanced learning and academic achievement.
This generously illustrated book provides a comprehensive guide to using quality questions in the classroom. With an emphasis on staff development and improved student learning and thinking outcomes, the book features:
- key questioning strategies
- checklists
- cue cards
- sample scripts
- evaluation methods
It also includes discussion of the method from practitioners who have tried and tested it in their own classrooms, and resources for follow-up and further training. Both experienced practitioners and those new to teaching will find that this book helps them to improve their practice.
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Review
“Extremely practical in its examples and in its readability. The authors’ style is very reader friendly. I particularly like the questions for reflection at the end of each chapter and the quotes from teachers in the field.” (Susan Hudson, School Improvement Services)
" Thinking Through Quality Questioning goes beyond improvement of teacher practice to provide tools teachers can use to support students in becoming active, responsible learners through a reciprocal process of questioning, discussion, and response." (Debbie Brooks, Principal 2011-03-10)
“Reading this book gave me an ‘a-ha’ moment on almost every other page. I have been using inquiry in my classroom for many years, and I even teach a class to other teachers about using questioning, but this book gave me more practical, research-based techniques to enhance the instruction I am giving. I have not seen a book that addresses using questioning so thoroughly, and gives such simple ideas for implementing the ideas.” (Patricia Herr, Elementary School Teacher, Virginia)
"A practical guide to help classroom teachers across America enrich instruction with quality classroom questions. The authors provide good examples of probing questions that will engage the student. I have read and reviewed thousands of NAEP questions, in thirteen years as the governing board's executive director, looking for just such ‘thinking questions’ as are bundled up in this book into a neat package for teachers." (Roy Truby, Former Executive Director of the National Assessment Governing Board)
"The skilful use of questioning in a classroom is vital to student engagement and learning. A teacher's use of questions to promote thinking and engagement results in a classroom in which students are involved in deep conceptual learning. The authors fully explore this important topic." (Charlotte Danielson, Educational Consultant 2011-03-08)
"Any educator who believes that our students MUST be able to think deeply in order to flourish in our world - today and in the future - will not be able to put this book down! Page after page challenges our own thinking while simultaneously offering a blueprint for developing students' higher order thinking skills."
(Sally Piepenbrink, School Improvement Specialist 2011-03-08)"The authors present a solid framework and then take readers to increasing specificity about what good questioning is and how to use it in the classroom. Clear examples and useful tools are provided throughout to guide use by individual teachers or by teams of teachers in a school." (Robert E. Blum, Director, Center for School and District Improvement)
"Without Quality Questioning, we won't discover all of the good practices we need as teachers of children and youth or as teachers of future teachers. You can find help and answers in Quality Questioning." (Mark Musick, President)
"Walsh and Sattes's thoughtful scholarship takes shape here as an invaluable, professional-development resource for teachers. Quality Questioning provides techniques and strategies that have the power to enrich the learning process in America's classrooms and increase student achievement." (Gaston Caperton, Former Governor of West Virginia)
About the Author
Learn more about Jackie Walsh's PD offerings
Jackie Acree Walsh is a co-developer with Beth Dankert Sattes of Questioning and Understanding to Improve Learning and Thinking (QUILT), a nationally validated professional development program on effective questioning. They are also co-authors of Inside School Improvement (2000) and co-presenters of the Video Journal in Education series Questioning to Stimulate Thinking (1999). These two former classroom teachers have trained hundreds of administrators and teachers across the nation in effective questioning. Their other joint ventures have focused on creating effective professional development for educators, sharing leadership for continuous school improvement, and creating a culture for high-performance learning communities. A recent example of their work is the design and delivery of professional development for school improvement specialists—consultants or staff who work to develop the capacity of schools to improve achievement for all students. They have also developed professional development modules on improving school culture (for the Southern Regional Education Board) and leading learning communities (for the Alabama Leadership Academy). Walsh holds a bachelor’s degree in political science from Duke University, a master’s degree in teaching (MAT) from the University of North Carolina at Chapel Hill, and a PhD in education administration and supervision from the University of Alabama. Both Walsh and Sattes have served as faculty for the National Staff Development Council’s Academy.
Learn more about Beth Sattes' PD offerings
Beth Dankert Sattes is a co-developer with Jackie Acree Walsh of Questioning and Understanding to Improve Learning and Thinking (QUILT), a nationally validated professional development program on effective questioning. They are also co-authors of Inside School Improvement (2000) and co-presenters of the Video Journal in Education series Questioning to Stimulate Thinking (1999). These two former classroom teachers have trained hundreds of administrators and teachers across the nation in effective questioning. Their other joint ventures have focused on creating effective professional development for educators, sharing leadership for continuous school improvement, and creating a culture for high-performance learning communities. A recent example of their work is the design and delivery of professional development for school improvement specialists—consultants or staff who work to develop the capacity of schools to improve achievement for all students. They have also developed professional development modules on improving school culture (for the Southern Regional Education Board) and leading learning communities (for the Alabama Leadership Academy). Beth Dankert Sattes holds a bachelor’s degree in psychology from Vanderbilt University and a master’s degree in early childhood special education from Peabody College. Both Sattes and Walsh have served as faculty for the National Staff Development Council’s Academy.
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