When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals. Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences? In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K–12 classrooms and how dialogue serves as the bridge connecting the two. Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students. In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice: * Blueprints for coherent models of key processes and products. * Tools and strategies to help you achieve identified outcomes. * Protocols with step-by-step directions to complete an activity. * Classroom artifacts of authentic classroom use, including links to 21 original videos produced exclusively for this book! Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition.

Realize the potential of quality questioning for student thinking and learning Jackie Walsh and Beth Sattes present quality questioning as a process that begins with the preparation of questions to engage all students in thinking and culminates in the facilitation of dialogue that takes learning deeper. This new edition of the bestseller organizes questioning practices around the 6Ps framework, composed of Prepare and Present the Question, Prompt Student Thinking, Process Student Responses, Polish Questioning Practices, and Partner with Students. It extends and expands on timeless principles while adding significant new research-based practices and insights derived from the authors’ own learning with and from classroom teachers. Designed for immediate classroom use, this guide includes: Graphics, tools, and strategies to develop student skills and create a classroom culture that nurtures thinking and learning QR codes that link to more than twenty new videos depicting students and teachers from elementary through high school Tools and strategies to support teacher engagement in personal reflection, classroom observations, and collaborative dialogue that improve personal practice This exciting new book demonstrates how to seamlessly integrate effective questioning strategies into daily practice, thereby energizing teaching and learning. "Questions are the most important tool in a teacher’s toolbox. Walsh and Sattes teach us how to sharpen those tools and use the right ones to maximize learning. They understand that questioning isn’t interrogation, but rather frames dialogic instruction. You can see this come to life in the videos throughout this book! Quality Questioning belongs on every thoughtful educator’s bookshelf." —Nancy Frey, Professor, Department of Educational Leadership San Diego State University, CA "If you’re ready to shift your purpose for questioning from answer-getting to provoking higher-order thinking, this book is a must-read. Never again will you take questioning for granted." —Connie Hamilton, EdS, Curriculum Director Saranac (Michigan) Community Schools "Reading this book is like chatting with an amazing professional friend and mentor. It’s a joy to read, to ponder, and to use as a constant resource. —Susan Hudson, Educational Consultant and Former Exemplary Educator Tennessee Department of Education "A must-read for all teachers who continually strive to improve their practice to better impact student learning." —Betsy Rogers, EdD, 2003 National Teacher of the Year & Associate Professor and Department Chair, Curriculum and Instruction Samford University, Birmingham, AL

Create environments where students ask questions, not just answer them! When students become questioners, learning improves for all. Yet, even though research has repeatedly shown that student questioning increases ownership of learning and narrows opportunity gaps, studies show that students ask less than five percent of the questions in classrooms today. How do you turn this teacher-centric dynamic around? In this book by bestselling author and education expert Jackie Walsh, the author shifts the focus to student-centric learning and how to develop student questioning strategies, including self-questions, academic questions, exploratory questions, and dialogic questions. Other highlights include: • Vignettes of quality questioning in action in various grade-level and content-area classrooms • Examples of how to use questioning to harness the power of formative assessment and create a culture of inquiry • Student questioning models for distance learning By instilling students with the desire and ability to become better questioners, teachers will see more actively engaged students, more collaboration, and an increase in overall student motivation for learning and achievement.

Asking the right questions is the answer This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student outcomes. Key features include: Short vignettes of quality questioning in action Evidence that ties question strategy to student achievement An overview of collaborative, written, electronic, and group response strategies Examples of how quality questioning connects to formative assessment Special note regarding the eBook version: Some figures have been redacted in compliance with digital rights permissions.

Discover how questions, not answers, help drive school improvement by applying the principles of quality questioning to four critical leadership functions: maximizing, mobilizing, mediating, and monitoring.

What type of questioning invigorates and sustains productive discussions? That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers. Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning. The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students. With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.

En este libro se explica cómo el planteamiento de preguntas de calidad (tanto por parte del profesorado como del alumnado) y el diálogo basado en la escucha activa (entre profesorado, alumnado y compañeros) sirven de feedback y refuerzan el aprendizaje.

Explore how to generate real-time formative feedback that makes learning and achievement transparent to students and also helps teachers better tailor instruction to meet student needs. Uncovering student thinking and pinpointing gaps in understanding are essential formative assessment tasks for any teacher. In this quick reference guide, author Jackie Acree Walsh walks teachers through a process for crafting the quality questions that shine a light on student learning and identify learning gaps. Teachers will learn how to frame classroom conversations so that they can provide immediate formative feedback that helps them adjust instruction and actively draws students into the learning process. Walsh covers how to * Formulate questions that generate feedback. * Engage students in seeking, providing, and using feedback. * Follow up to sustain and deepen feedback. * Strengthen student self-regulation. * Identify the roles and responsibilities of teachers and students in generating feedback. With question prompts, think time exercises, and other practical strategies, Generating Formative Feedback is an ideal tool for exploring multiple forms of feedback that facilitate student learning. 8.5 x 11 3-panel foldout guide (6 pages), laminated for extra durability and 3-hole-punched for binder storage.