MARC Record from harvard_bibliographic_metadata

LEADER: 02554cam a2200325Ia 4500
001 012905079-2
005 20110929162516.0
008 110923s2011 maua b 001 0 eng d
010 $a 2011928627
020 $a9781612501000 (library ed.)
020 $a1612501001 (library ed.)
020 $z9781612500997 (paperback)
035 0 $aocn754742989
040 $aBTCTA$beng$cBTCTA$dRIC
050 00 $aLB1027.44$b.R68 2011
090 $aLB1027.44$b.R68 2011
100 1 $aRothstein, Dan.
245 00 $aMake just one change :$bteach students to ask their own questions /$cDan Rothstein, Luz Santana.
260 $aCambridge, Mass. :$bHarvard Education Press,$cc2011.
300 $axi, 176 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 157-160) and index.
505 0 $a"Why didn't I learn this in school?" -- The question forumulation technique : teaching multiple thinking abilities in one process -- Choose the question focus : the starting point for student questions -- Introduce the rules for producing questions : an exercise in metacognition -- Students produce the questions : divergent thinking unleashed -- Students improve the questions : closed- and open-ended questions -- Students prioritize the questions : analysis and convergence -- Next steps : "What do we do with all these questions?" -- Students reflect on their learning : cognition, affect, and behavior -- A memo to my fellow teachers : what I've learned from using the QFT -- Students and classrooms transformed : a community of self-directed learners -- Questions and education, questions and democracy.
520 $aThe authors of "Make Just One Change" argue that formulating one's own questions is the single most essential skill for learning and one that should be taught to all students. They also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them. "Make Just One Change" features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.
650 0 $aQuestioning.
650 0 $aInquiry-based learning.
650 0 $aCritical thinking$xStudy and teaching.
700 1 $aSantana, Luz.
988 $a20110927
049 $aHMGG
906 $0OCLC