Date of this Version
Published in Breaking Barriers in Teaching and Learning, edited by James Ford and John Zubizarreta. National Collegiate Honors Council Teaching and Learning Monograph III (2018), 254p
Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then used in creative, interactive ways to provoke meaningful discussions, usually in pairs or small groups.
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