Common Pitfalls of Questioning/teaching approach: Difference between revisions

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Revision as of 13:40, 8 August 2012 (view source) SimonKnight (talk \| contribs) (Created page with "{{tag\|Questioning}} is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to {{tag\|higher order}} {{tag\|reasonin...")		Latest revision as of 08:34, 28 September 2012 (view source) Bjoern (talk \| contribs) m (Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates)
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	{{~~tag~~\|Questioning}} is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to {{~~tag~~\|higher order}} {{~~tag~~\|reasoning}} and {{~~tag~~\|discussion}} skills. This resource covers some reasons why this - and other pitfalls - occur, with some practical advice for ensuring high quality questioning in your classroom.		{{teachtag\|Questioning}} is a key classroom practice, and skill, and can sometimes fall into the trap of focusing on lower levels, as opposed to {{teachtag\|higher order}} {{teachtag\|reasoning}} and {{teachtag\|discussion}} skills. This resource covers some reasons why this - and other pitfalls - occur, with some practical advice for ensuring high quality questioning in your classroom.

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