We learn by asking questions. We learn better by asking better questions. We learn more by having opportunities to ask more questions. The aim of this book is to help both teachers and students develop their questioning skills in order to share in the process of inquiry. "Teaching, Questioning and Learning" offers teachers practical suggestions, illustrated with examples from classroom experience, based upon current educational thinking. Part one sets out the reasons for the limited effectiveness of questions in present classroom, and examines the two structures which form the matrix of all educational processes: the structure for thinking and the structure for feeling. Part two looks at a simple three-part classification of general functions for questions: those which tap into what is already known and which elicit a sense of responsibility towards the conduct of and approach to the work: those which build a context for shared understanding: and those which challenge students to think critically and creatively for themselves. Part three looks at classroom discourse and the techniques which promote an environment for talk. This book should be of interest to lecturers and students of teacher training and post qualification training courses (BEd and PGCE) and practising teachers on INSET courses.

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