图书简介

List of Figures \\ The Challenging Learning Story \\ Foreword by James Nottingham \\ Preface \\ Acknowledgements \\ About the Author \\ The Language of Learning \\ 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 \\ 1.3 Plan Your Responses \\ 1.4 Stay Silent (and Listen) \\ 1.5 Review \\ 1.6 Reflection \\ 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 I-R-Explore Pattern \\ 2.6 Questioning as Feedback \\ 2.7 Review \\ 2.8 Reflection \\ 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 Funnelling Technique \\ 3.5 Using the Funnelling 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 \\ Chapter 4: Questioning Flow \\ 4.0 Pause and Paraphrase to Improve Flow \\ 4.1 A Reflection Section \\ 4.2 Paraphrasing \\ 4.3 Getting in Flow \\ 4.4 It’s Not About Giving Up Control! \\ 4.5 Managing Questioning Sequences in Whole-Class Dialogues: Get the IDEAR! \\ 4.6 Questioning Moves in the IDEAR Framework \\ 4.7 A Questioning Example in the IDEAR Framework \\ 4.8 Impact of the IDEAR Framework \\ 4.9 Review \\ 4.10 Reflection \\ 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 \\ 5.6 The Skilful Use of Silences in Effective Questioning Sequences \\ 5.7 Review \\ 5.8 Reflection \\ Part II: Questioning and Challenge \\ Chapter 6: Thinking About 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 Pit \\ 6.5 The Learning Challenge Stages \\ 6.6 Review \\ 6.7 Reflection \\ Chapter 7: Questioning Activities to Challenge Thinking \\ 7.0 Ranking Exercises \\ 7.1 Diamond Nine \\ 7.2 Extending Thinking With The Intention to Challenge \\ 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 Reflection \\ Chapter 8: Questioning for Challenge \\ 8.0 Getting Into the Pit! \\ 8.1 Intention to Challenge 1: The Counter-Example \\ 8.2 Intention to Challenge 2: Comparisons \\ 8.3 Intention to Challenge 3: Challenge Assumptions \\ 8.4 Intention to Challenge 4: Define Extent \\ 8.5 Advanced Questioning Techniques for Increasing Challenge \\ 8.6 The Role of the Questioner: Teacher Stances When Questioning for Challenge \\ 8.7 Time to Think When Questioning for Challenge \\ 8.8 Review \\ 8.9 Reflection \\ Part III: Students and Questioning \\ Chapter 9: Students Learning to Ask Questions \\ 9.0 Question Stems \\ 9.1 The Question Constructor \\ 9.2 5 Ws (and an H!) \\ 9.3 Inference Squares \\ 9.4 Students Classifying Their Own Questions for Inquiry \\ 9.5 Review \\ 9.6 Reflection \\ Example Questioning Scripts \\ Final Reflections \\ 10 Top Tips for Questioning \\ References \\ Index

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