|
Examples |
| Provokes thinking and engagement |
|
| Uses open-ended questions |
|
| Uses higher level questions that require thinking or reasoning |
|
| Uses follow-up questions (“Can you tell me more?”) |
|
| Monitors number/types of questions asked of various groups (male/female, race, ELL, ability) |
|
| Encourages students to ask their own questions |
|
| Finds out how many students agree or disagree with a point |
|
| Asks students to defend their opinions |
|
When a student doesn’t answer...:
- Asks a simpler question
- Asks a yes/no question
- Offers choices
- Repeats question
- Waits longer
- Provides a cue to keep all
participating
|
|
| Wait time [top] |
Examples |
| Waits 3-5 seconds before calling on a student |
|
| Waits 10-20 seconds to provide time to respond to higher-order questions |
|
| Increases wait time to encourage more thoughtful responses |
|
| Increases wait time to encourage participation by more students |
|
| Encouragement [top] |
Examples |
| Uses positive body language with all students |
|
| Offers non-judgmental remarks |
|
| Uses same responses for various groups (male/female, race, ELL, ability) |
|
| Makes comments that create a safe environment for sharing ideas |
|
| Paraphrasing and summarizing [top] |
Examples |
| Reflects back and restates what the student says |
|
| Shows students the teacher is really listening |
|
| Brings out clarity |
|
| Resolves conflicts or issues |
|
| Pulls information and facts together |
|
| Models how to organize and synthesize information |
|
*Adapted from Creative Associates International Inc. (online).Retrieved 3/23/04.
