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Questioning and Understanding to Improve Learning and Thinking (QUILT) : the evaluation results : a proposal to the National Diffusion Network (NDN), documenting the effectiveness of the QUILT Professional Development Program Preview this item
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Questioning and Understanding to Improve Learning and Thinking (QUILT) : the evaluation results : a proposal to the National Diffusion Network (NDN), documenting the effectiveness of the QUILT Professional Development Program

Author: Educational Resources Information Center (U.S.)
Publisher: Charleston, W. Va. : The Laboratory ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1994]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
The goals of the QUILT program are to increase and sustain teacher use of classroom questioning techniques and procedures that produce higher levels of student learning and thinking, and to increase the incidence of student responses at higher levels of cognition. Educational research has established relationships between discrete questioning behaviors and student learning and thinking outcomes. Research also  Read more...
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Details

Genre/Form: Reports, Evaluative
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Educational Resources Information Center (U.S.)
OCLC Number: 38209234
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 97-0796-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1997]. 1 microfiche.
Description: 1 volume
Responsibility: submitted by Appalachia Educational Laboratory.

Abstract:

The goals of the QUILT program are to increase and sustain teacher use of classroom questioning techniques and procedures that produce higher levels of student learning and thinking, and to increase the incidence of student responses at higher levels of cognition. Educational research has established relationships between discrete questioning behaviors and student learning and thinking outcomes. Research also documents that most teachers have not incorporated effective questioning behaviors into their classroom repertoire. QUILT is intended to help teachers align their classroom questioning practices with "best practices" by supporting their change efforts over time. Local teams participate in a training-for-trainers that provides the knowledge, skills, and materials required to implement QUILT. Activities for faculty include: workshops; collegiums; observation sessions; and specified classroom applications. After one year's participation in QUILT, teachers in 13 schools showed significant gains in knowledge, understanding, and application of concepts related to effective questioning. A random sample of these teachers showed positive changes in their questioning techniques. Also, student answers to teacher questions were more often at cognitive levels above simple recall following teachers' participation in QUILT. Attachments include: the QUILT model; an annotated bibliography; a list of participants in QUILT field tests; and summaries of workshop evaluations and observation data. (ND).

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