Techniques Questioning in the Gifted Classroom?
Document Type
Article
Publication Date
9-2000
Digital Object Identifier (DOI)
https://doi.org/10.4219/gct-2000-752
Abstract
In order to stimulate creative development among gifted students, the use of questioning techniques has proven to be a successful strategy for encouraging purposeful inquiry (Daniels, 1997; Feldhusen, 1994; Gallagher, 1985; Letzter, 1982; Parker, 1989; Pollack, 1988; Schwartz & Millar, 1996). A variety of questioning strategies is recommended, focusing primarily on the higher end of Bloom's taxonomy to engage students in higher level thinking. Teachers can incorporate questions effectively by knowing the various purposes, types, and intended outcomes; and they must also establish a classroom climate that promotes active engagement, student exploration, and student inquiry to further student achievement.
Citation / Publisher Attribution
Gifted Child Today, v. 23, issue 5, p. 14-21
Scholar Commons Citation
Shaunessy, Elizabeth, "Techniques Questioning in the Gifted Classroom?" (2000). Teaching and Learning Faculty Publications. 124.
https://digitalcommons.usf.edu/tal_facpub/124
