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Flipped classroom

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Making connections to other aspects of life 

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Making connections to other aspects of life 

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Students asking higher level questioning

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Students asking higher level questioning

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When students begin questioning each other...

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Student-centered instruction where the kids participate in the instruction actively.

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Student-centered instruction where the kids participate in the instruction actively.

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Observing students who are engaged and attentive

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Having students learn to build on other students' responses.

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Having students learn to build on other students' responses.

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when students can apply the concept to a different scenario

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when students can apply the concept to a different scenario

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questions use higher-level thinking skills.  

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questions use higher-level thinking skills.  

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Students are able to formulate high-level questions on their own.

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STUDENTS asking meaningful questions that stem fromTEACHER's questions

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STUDENTS asking meaningful questions that stem fromTEACHER's questions

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Questions encourage students to make intuitive leaps connecting course materials and material outside the classroom

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Questions encourage students to make intuitive leaps connecting course materials and material outside the classroom

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Actually using your brain

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Questions that require students to investigate why instead of only how.

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Questions that require students to investigate why instead of only how.

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Quality of questioning should be on task and on point

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Quality of questioning should be on task and on point

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Holding students accountable while holding oneself (the teacher) accountable. 

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Holding students accountable while holding oneself (the teacher) accountable. 

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showing high expectations

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Students challenged by thought provoking questions

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Students challenged by thought provoking questions

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Differentiation to meet all student needs

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Differentiation to meet all student needs

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Uses of higher level questions, taxonomically speaking...

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Uses of higher level questions, taxonomically speaking...

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Building towards higher-order thinking skills.

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Building towards higher-order thinking skills.

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The teacher formulates questions designed to elicit high level thinking responses.

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The teacher formulates questions designed to elicit high level thinking responses.

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I'm not sure this would qualify as distinguished.

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I'm not sure this would qualify as distinguished.

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When students are using higher level thinking skills to answer questions rather than mere recall

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When students are using higher level thinking skills to answer questions rather than mere recall

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They are culturally appropriate

students formulate many of the high level questions and ensure that all voices are heard

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Students are able to take information and apply it

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Students are able to take information and apply it