000			01478nam a2200217 4500
001			00300845
003			PWmBRO
005			20240602100458.0
008			000000n 00000 eng u
245	0	0	_aAdvanced questioning.
260			_a[Sydney, New South Wales] : _bUniversity of Sydney, _c1974.
300		1	_aVideocassette (VHS)(ca. 35 min.) : sd., b&w, 1/2 in.
500	0		_aQuestions have long been regarded as a key factor in teaching and learning. Despite this recognition, research indicates that most questions asked by teachers require only brief factual answers from puils. Few questions require more advanced thinking processes, stimulate ongoing reflection and inquiry, or attempt to increase pupils' interest in an issue. By varying the level of complexity of questions, a teacher may involve pupils in higher levels of thinking in relation to an issue and more gererally increase their involvement in the class. The most commonly used systems for classifying questions is that developed by Broom and his colleagues. A brief description of each of these categories, together with an example to illustrate its use, is offered in the following series of taped segments.
650			_aElementary school teachers, Training of.
650			_aTeachers _xTraining of
700			_aTitle: Explaining.
700			_aTitle: Introductory Procedures and Closure.
700			_aUniversity of Sydney.
700			_aTeaching Skills Development Project.
942			_2ddc
999			_c26251 _d26251