THIS week’s article is a guide on how teachers can apply in their classrooms the concepts discussed in the last two articles on questioning. As noted last week, the practicality of Bloom’s taxonomy in ...

“My mother made me a scientist,” recalled physicist Isidor Rabi, Nobel Prize laureate. “‘Izzy,’ she would say, ‘did you ask a good question today?’” Another Nobel laureate, Elie Wiesel, has likewise ...

(This is the last post in a five-part series. You can see Part One here; Part Two here; Part Three here and Part Four here.) The new “question-of-the-week” is: How can teachers use questions most ...

Corrected: A previous version of this story included a misspelling of Jeffrey Greene’s name. There are no stupid questions. But when it comes to the common core, teachers are finding that their ...

Classroom Assessment Techniques (CATs) are simple, low-pressure ways to check how well students are understanding the material. These methods are efficient, student-centered strategies that provide ...

Teaching techniques refer to the diverse array of strategies and methodologies employed by educators to engage students and facilitate effective learning experiences. What are some examples of ...

Classroom assessment techniques (CATs) are informal feedback gathering techniques to explore what students are or are not learning, how well they are applying it, and how well they respond to ...