Thinking Though Quality Questioning provides teachers with an
accessible, research-based blueprint for developing student
meta-cognitive skills and ensuring that students take
responsibility for their own learning. In this groundbreaking book,
Walsh and Sattes use the findings of cognitive scientists to
highlight quality questioning behaviors and explain how to connect
these to discrete student meta-cognitive outcomes. Each chapter
explicates teacher best practice in questioning and relates this to
how students think and how they can be trained to manage their own
learning.
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