Questioning
If you change one thing this week– increase the amount of waittime you allow when questioningyour class
Why is this important?• Wait-time 1 –amount of timeteacher allows toelapse before astudent begins tospeak after askinga qu...
Research has shown:
The average wait-time allowed byteachers after posing a question isone second or less.Research shows:
Students whom teachers perceive asslow or poor learners are given lesswait-time than those teachers view asmore capable.Re...
Oral questions are more effective infostering learning than writtenquestionsResearch shows:
Lower vs Higher cognitive questions• Lower cognitive questions– students asked to recallmaterial previously learnt.(Someti...
So… higher or lower cognitive?• It depends on the students you have• It depends on what you are teaching• Both are needed ...
Wait time:• Lower cognitivequestions – 3 secondwait time is mostpositively related toachievement (lesssuccess from shorter...
Increasing wait time has the followingstudent outcomes:
Improvements in:• Student achievement• Student retention of information
Increases in:• Number of higher cognitive responses• Length of student responses• Contributions by those students who don’...
Decreases in:• Student interruptions• Student failure to respond
Increasing wait time beyond 3 secondshas the following teacher outcomes:• Teachers listen more and engage in morediscussio...
Strategies to use:• Use a 3 second wait time when using lowercognitive questions• Increase wait time beyond 3 seconds forh...
• Will you have a ‘three second’ rule that youshare with the class?• Or will you build the three second rule intoyour own ...
Top tips   questioning - wait time
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Top tips questioning - wait time

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Transcript of "Top tips questioning - wait time"

  1. 1. Questioning
  2. 2. If you change one thing this week– increase the amount of waittime you allow when questioningyour class
  3. 3. Why is this important?• Wait-time 1 –amount of timeteacher allows toelapse before astudent begins tospeak after askinga question• Wait-time 2 –amount of time ateacher waits aftera student hasstopped speakingbefore sayinganything
  4. 4. Research has shown:
  5. 5. The average wait-time allowed byteachers after posing a question isone second or less.Research shows:
  6. 6. Students whom teachers perceive asslow or poor learners are given lesswait-time than those teachers view asmore capable.Research shows:
  7. 7. Oral questions are more effective infostering learning than writtenquestionsResearch shows:
  8. 8. Lower vs Higher cognitive questions• Lower cognitive questions– students asked to recallmaterial previously learnt.(Sometimes referred to asfactual, closed, direct,recall, knowledgequestions)• Higher cognitive questions –students asked to mentallymanipulate bits ofinformation previouslylearned to create an answeror to support an answerwith logically reasonedevidence. (Sometimes calledopen-ended, interpretive, evaluative, inquiry, inferential, andsynthesis questions.)
  9. 9. So… higher or lower cognitive?• It depends on the students you have• It depends on what you are teaching• Both are needed – the skill is knowing whichto use and when• Plan questions in advance using Bloom’sTaxonomy
  10. 10. Wait time:• Lower cognitivequestions – 3 secondwait time is mostpositively related toachievement (lesssuccess from shorter orlonger periods)• Higher cognitivequestions – longer thewait time the morestudents are engagedand the better theyperform
  11. 11. Increasing wait time has the followingstudent outcomes:
  12. 12. Improvements in:• Student achievement• Student retention of information
  13. 13. Increases in:• Number of higher cognitive responses• Length of student responses• Contributions by those students who don’tusually contribute• Number of questions asked by students• Student to student interactions
  14. 14. Decreases in:• Student interruptions• Student failure to respond
  15. 15. Increasing wait time beyond 3 secondshas the following teacher outcomes:• Teachers listen more and engage in morediscussions• Increases in teacher expectations of thoseusually thought of as lower ability• Expansion of the variety of questions asked byteachers• Increases in the number of higher cognitivequestions asked by teachers
  16. 16. Strategies to use:• Use a 3 second wait time when using lowercognitive questions• Increase wait time beyond 3 seconds forhigher cognitive questions• Combine with other strategies (e.g. no hands;pose, pause, pounce and bounce)• Know your students – and plan a suitablerange of lower and higher cognitive questions
  17. 17. • Will you have a ‘three second’ rule that youshare with the class?• Or will you build the three second rule intoyour own method of questioning?

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