=Info Wait Time And Questioning

Uploaded on

Analysis of wait time in educational settings.

Analysis of wait time in educational settings.

More in: Business , Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. LEARNING ABOUT QUESTIONING Materials from the Northwest Regional Education Laboratory School Improvement Research Series http://www.nwrel.org/scpd/sirs/3/cu5.html Modified by Phil Venditti
  • 2. Importance of Questioning
    • More than 40% of instructional time is devoted to answering and responding to questions.
    • Good questions, well-delivered, facilitate student learning and measure how well students are mastering content.
  • 3. Levels of Questioning
    • 70 to 80% of the questions posed in both elementary and secondary schools are at the knowledge or recall level--the lowest intellectual level.
    • When given the opportunity to answer higher level questions, students demonstrate the ability to analyze, summarize and evaluate.
  • 4. Findings from the NW Regional Educational Laboratory
    • The average wait-time teachers allow after posing a question is one second or less.
    • Students whom teachers perceive as slow or poor learners are given less wait-time than those teachers view as more capable.
    • For lower cognitive questions, a wait-time of three seconds is most positively related to achievement, with less success resulting from shorter or longer wait-times.
    • There seems to be no wait-time threshold for higher cognitive questions; students seem to become more and more engaged and perform better and better the longer the teacher is willing to wait.
  • 5. Wait Time Beyond 3 Seconds
    • Increasing wait-time beyond three seconds is positively related to the following student outcomes:
    • (1) Improvements in student achievement
    • (2) Improvements in student retention
    • (3) Increases in the # of higher cognitive responses generated by students
    • (4) Increases in the length of student responses
    • (5) Increases in the number of unsolicited responses
    • (6) Decreases in students' failure to respond
    • (7) Increases in the amount and quality of evidence students offer
    • (8) Expansion of the variety of responses offered by students
    • (9) Increases in student-student interactions
    • (10) Increases in the # of questions posed by students
  • 6. Extra-Long Wait Time
    • Increasing wait-time beyond three seconds is positively related to the following outcomes:
    • (1) Increases in flexibility of teacher responses, with teachers listening more and engaging students in more discussions
    • (2) Increases in teacher expectations regarding students usually thought of as slow
    • (3) Expansion of the variety of questions asked by teachers
    • (4) Increases in the number of higher cognitive questions asked by teachers.
  • 7. Recall Bloom’s Taxonomy
    • Knowledge (recall)
    • Comprehension
    • Application
    • Analysis
    • Synthesis
    • Evaluation
  • 8. Varieties of Wait Time
    • Wait Time I (immediately following a teacher’s question)
    • Wait Time II (following a student’s answer)
  • 9. Further Research on Questioning
    • Asking questions at all intellectual levels  promotes higher-level thinking)
    • Redirecting questions  promotes interaction among students)
    • When to call on a student  try posing questions before calling on an individual
    • Avoid repeating students’ answers; it can cause them not to pay close attention