Walsh, a consultant, author, and former teacher who works with teachers and school leaders to integrate questioning into their daily practice, explores the relationship between quality questioning and formative feedback in K-12 classrooms and how dialogue can connect the two concepts during learning, focusing on the use of feedback generated by questioning and dialogue to serve as informal assessment of progress toward learning goals and the verbal exchanges between teachers and students that occur during a lesson. She discusses feedback as a reciprocal process, the types and purposes of feedback, and the elements of quality questioning, including question design, student engagement, teacher follow-up, and sustained interactions; strategies to design and facilitate lessons that are formative and advance student learning, skills and dispositions that empower learners, and student self-assessment, feedback, and peer feedback; the creation and selection of questions that produce feedback at different points in the learning cycle, including the use of real-time questioning to get responses from every student; and dialogic feedback that offers students and teachers opportunities to learn through ongoing questioning and dialogue. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com) Read Less