Provides a teaching strategy that uses Bloom's taxonomy and newspaper comic strips to promote higher-level thinking in elementary and secondary classrooms. Explains and demonstrates two functions of questioning (centering and expansion) using a Peanuts comic strip. (RS)

Adapts the "Johari's Window" technique into a structure for generating questions, ranging from simple to complex. Shows how this structure can help prospective teachers frame a range of questions and inquiries to engage an entire class in active discussion. (SR)

Questions asked by elementary students in response to narrative texts were coded by university and elementary teachers. The coding schedule was consistently applied. The community of inquiry approach helped develop students' critical analysis skills. Careful selection of texts was recommended for successful use of the approach. (Contains 23…

Outlines seven essential questions to guide critical thinking. Provides a rubric for assessing student thinking, sample critical thinking learning activities, and a list of teaching principles. (SK)

Describes several techniques to facilitate high school class discussions, including allowing "wait time" for reflection before calling on students, keeping a record of who speaks, and planning for closure. (MM)

Examined degree to which agreement in interviewer ratings may be influenced by training, use of structured conventional interviews, or situational interviews. Results from 42 managers experienced as interviewers revealed no training effect on rating agreement; impact of situational format on consistency in assessments of applicant suitability was…

Three blind adults were trained in a 7-step structured procedure for asking questions to solicit information concerning the location of businesses they wished to visit. Completeness of information obtained increased dramatically with the use of this procedure. (Author/DB)

Discusses three trends in remedial instruction that merit the attention of clinicians and teachers including: individualized instruction based on individualized diagnosis, effective teacher questioning during prereading activities to establish purpose, and interactive computer assisted instruction which provides immediate feedback. (RS)

Explains the "Point and Query" (P&Q) Interface which trains students to develop good questioning strategies, decrease search time and increase retention and recall. Navigation and knowledge organization in the P&Q interface are explained; and two experiments demonstrating P&Q use are presented. (Contains 16 references.) (SLW)

Discusses the challenge of answering questions and suggests how teachers can help students learn how to answer questions as they learn to read. (PRA)

Illustrates the use of learners', rather than teachers', questions as well as interviews to negotiate curriculum in adult literacy and math classes. (SK)

Explores the apparently disparate link between successfully hosting a talk show and successfully teaching a college class and describes methods this professor has used to foster class discussion and student interest. (EV)

Tests a model of question answering called WHEN, which explains the answer descriptions that are generated when college students answer "when" questions. Finds that the answers given systematically varied as a function of temporal interval in a fashion that supported most of the production rules of the WHEN model. (RS)

Makes a case for students' using a focused, carefully phrased question as the basis for prewriting and writing, as opposed to a thesis sentence which can more easily lead them astray. (TB)

Discusses training success and describes the inquiry process that provides an opportunity for developing problem-solving skills by learning to structure problems through effective questioning. Considers beneficial outcomes, including gathering and organizing information as part of an active social process; and provides an example of the inquiry…