- Would you describe the work you have done with historical investigations in the classroom?
- What kind of formative assessment or diagnostic data did you get from this process?
- Would you describe the protocols you used?
- Do you cue students with any structured questions?
- Do you give students a purpose for reading?
- How do you choose the artifacts?
- What were your findings?
- What data did you get to inform instruction?
- Would classroom teachers benefit from doing "think-alouds?"
- We have some video clips that model a think-aloud you conducted with a Jamie, a fifth grade student. Can you describe what we are about to see?
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Listen to an Interview with Bruce Van Sledright about his research
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