Questioning as Thinking: A Metacognitive Framework

The purpose of this article is to present Questioning as Thinking (QAT), a metacognitive framework that helps teachers and students focus on performance. QAT combines components of three widely-used strategies: Think-Alouds, Question Answer Relationships (QAR), and Self-Questioning. Together, these...

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Bibliographic Details
Published in:Middle school journal 2009-11, Vol.41 (2), p.20-28
Main Authors: Wilson, Nance S., Smetana, Linda
Format: Article
Language:English
Subjects:
Academic Achievement
Active Learning
Guidelines
Independent study
Language teachers
Learning
Metacognition
Middle School Teachers
Middle schools
Mind
Problem Solving & Critical Thinking
Protocol Analysis
Questioning Techniques
Reading comprehension
Reading teachers
Science teachers
Students
Teacher Student Relationship
Teachers
Teaching Methods
Vignettes
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Summary:The purpose of this article is to present Questioning as Thinking (QAT), a metacognitive framework that helps teachers and students focus on performance. QAT combines components of three widely-used strategies: Think-Alouds, Question Answer Relationships (QAR), and Self-Questioning. Together, these three strategies give students and teachers the language and processes for explicitly monitoring and regulating cognition. In addition, students and teachers engage in active learning when they implement these strategies, which may lead to improved student performance and achievement. The article describes QAT and its benefits, using vignettes from two middle grades teachers, Jennifer and Barbara (pseudonyms are used for all names), who implemented the framework in their classrooms. (Contains 6 figures.)
ISSN:0094-0771
2327-6223
DOI:10.1080/00940771.2009.11461709