Increasing Interactions with Students through Questions.

What is so Important About Asking Questions?

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In the article Michael P. Clough references the below figure.

"Penick et al. (1996) suggested a questioning strategy particularly suited to science teaching in that it emphasizes students' prior experiences and using these experiences to build relationships, apply knowledge, and create explanations (Figure 1)."

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Reducing Teacher Talk and Increasing Student Responsability

A Series On Talking Less - From Ian Byrd's Blog

I wrote a series about reducing teacher talk and increasing student responsibility:

1. Shocking Stats On What Students Can Hear - We simply can’t listen as fast as we speak.
2. Making Better Class Announcements - Many of our words are wasted not on teaching, but on announcements and directions.
3. Use Non-Examples - As teachers, we use tons of examples to illustrate concepts. But an example becomes even more powerful when paired with its opposite: the non-example.
4. Two Discussion Tics - When leading discussions, I accidentally developed two weird tics: re-stating and repeating louder.

Creating Engaged Collaborative Groups in your Classroom

Here are some great readings on increasing the engagement of  collaborative groups in your classroom.  As well as promoting discussions and talk in the classroom.

Engaging the Adolescent Learner

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Classroom Talk

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Promoting Questioning and Discourse in Science

Here are some great readings to increase the discourse and questioning in your science class.  

Using Models in the Classroom

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Discourse Primer

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