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"Now That's a Good Question!" Cover Image - Coggle Diagram
"Now That's a Good Question!"
Introduction "What does a Good Question Do?"
Challenges students to do the following (p 3):
Read and research
Examine, experiment with, and explain
Investigate and inquire
Design to demonstrate, develop, and differentiate talent and thinking
performance objectives of academic standards do not directly address these essential skills (p 4)
What a student must know at the end of a grade level
do not set the expectation the depth and extent of thier learning
curriculum will not help students develop a deep level of thinking or how to transfer knowledge (p 4)
good questions (p 4)
assess what they know
what students have learned
how deeply they are able to understand the material
objective of the book
- craft good questions
situlate deeper thinking
deepen knowledge, understanding, awareness
expands knowledge and extent thinking
pique curiosity, imagination, interest, wonder
encourages to share depth of thinking
Chapter 1: "What is Questioning for Cognitive Rigor?"
cognitive rigor - challenged to demonstrate higher-order thinking and communicate depth of knowledge (p 10)
21st century skills - prepare students for college and career success
cognitive rigor
promotes intellectual involvement (p11)
explain in their own unique way
critical thinkers
job of educators to encourage deep examination of knowledge
provides enhanced educational experience
Bloom's Revised Taxonomy
Webb's depth-of-Knowledge
Align these two - prepare students for "success in and out of the classroom" (p11)
H
igher
O
rder of
T
hinking (HOT)
Good Questions & Bloom's Taxonomy diagram on page 12
Recognize
Understand
Apply
Analyze
Evaluate
Create
