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Top tips   questioning - wait time

Top tips questioning - wait time






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    Top tips   questioning - wait time Top tips questioning - wait time Presentation Transcript

    • 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 question• Wait-time 2 –amount of time ateacher waits aftera student hasstopped speakingbefore sayinganything
    • 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.Research shows:
    • Oral questions are more effective infostering learning than writtenquestionsResearch shows:
    • 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.)
    • 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
    • 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
    • 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’tusually contribute• Number of questions asked by students• Student to student interactions
    • Decreases in:• Student interruptions• Student failure to respond
    • 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
    • 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
    • • 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?