This SAS lesson includes a question section that helps students understand why they are doing the experiment and includes strategies, procedures, and an assessment.  [Lesson]
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This lesson encourages collaborative questioning as students work together to build model bridges and recognize factors involved in creating them.  [Other]
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This cognitive rigor matrix can be used to guide questioning using the four levels of Webb's Depth of Knowledge.  [Other]
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In order to maintain active classroom dialogue and encourage student involvement, it is important for teachers to understand and employ effective questioning techniques.  [Article]
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This article discusses general strategies for asking questions, provides an overview of Bloom's Taxonomy, and offers 12 reasons for asking open-ended questions.  [Article]
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This article discusses types of questions, the use of feedback (including wait time), and seven effective questioning practices.  [Article]
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Guiding questions and possible responses to facilitate further discussions in cohort groups.  [CFG]
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This article describe why teachers should use higher-order questions, provides examples of questions, and reviews implementation strategies.  [Article]
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This document provides an overview of questioning in general, Bloom's Taxonomy, wait time, and follow-up questions. The section on wait time is thorough and specific.  [Article]
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This article provides an overview of the attributes of Essential Questions. Examples are given and a list suggests the reasons for the importance of essential questions.  [Article]
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This article describes the power of asking the right questions and discusses the importance of preparing in advance and remaining flexible.  [Article]
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This chart shows the similarities and differences between the original and revised Bloom's Taxonomies and Webb's Depth of Knowledge.  [Other]
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In addition to elements of questioning and reflective questions for teachers, this webpage offers practical strategies teachers can use right away.  [Article]
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This lesson plan for intermediate reading students, and generalizable to all students and disciplines, teaches students to develop thick and thin questions to improve their comprehension.  [Lesson]
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This document compares Bloom's original taxonomy with the revision and offers alternative names and definitions, potential activities and products, and questions related to each of the categories.  [Other]
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This article provides ten concrete suggestions for developing and assessing critical thinking skills in students.  [Article]
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Read how divergent thinkers learn and make connections by questioning and exploring many possible solutions.  [Article]
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Reference this booklet designed to address Webb's Depth of Knowledge utilizing Career and Technical Education definitions.  [Article]
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