“Traditionally, we have often characterized the discourse of the classroom as originating from the questions teachers ask. However, Jim takes students’ comments and ideas as the starting point for dialogue. In the reflective toss, the teacher’s first goal is to try “catch” students’ meaning and try to understand their comments. If meaning can be grasped immediately, then a follow-up question, such as “Can you say more about that?” or “I’m not quite following you, can you say what you were thinking in a different way?” is asked. Onde the meaning is grasped by the teacher, then the teacher “tosses” back a question that will push the student to further elaborate and justify their thinking, both to the teacher and to themselves.”

Ritchhart, Church, Morrison, Making thinking visible, p. 35

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