Wait Time: Slowing Down May Be A Way of Speeding Up!

Rowe, Mary Budd

doi:10.1177/002248718603700110

Cited by 345 publications

(215 citation statements)

References 19 publications

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“…Increasing wait time by a few seconds had several positive effects on the attitudes and behaviors of both students and teachers. 21 Longer wait times consistently resulted in longer student responses, an increase in the number of students volunteering to respond, and an increase in the number of followup questions posed by students. Students significantly reduced the frequency of "I don't know" responses and student achievement scores on tests significantly increased.…”

Section: Wait Timementioning

confidence: 98%

“…2 When a teacher uses higher-order questions, ones that require complex cognitive processes, it may be necessary to provide 1 to 2 minutes of wait time before soliciting responses from students. 21,22 A series of wait time studies involving both small groups and large classes was conducted. 21,23,24 Wait times were manipulated with student participants at various levels of cognitive development, ranging from elementary school through university classrooms, to determine the optimal wait time and potential benefits for both students and teachers.…”

Section: Wait Timementioning

confidence: 99%

“…21,22 A series of wait time studies involving both small groups and large classes was conducted. 21,23,24 Wait times were manipulated with student participants at various levels of cognitive development, ranging from elementary school through university classrooms, to determine the optimal wait time and potential benefits for both students and teachers. Increasing wait time by a few seconds had several positive effects on the attitudes and behaviors of both students and teachers.…”

Section: Wait Timementioning

confidence: 99%

See 2 more Smart Citations

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Tofade

Elsner

Haines

2013

American Journal of Pharmaceutical Education

258

221

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Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.Keywords: questioning, critical thinking, pedagogy, effective teaching, teaching tool INTRODUCTIONUsing questions to teach is an age-old practice and has been a cornerstone of education for centuries. 1,2 Questions are often used to stimulate the recall of prior knowledge, promote comprehension, and build critical-thinking skills. Teachers ask questions to help students uncover what has been learned, to comprehensively explore the subject matter, and to generate discussion and peerto-peer interaction. Student-initiated questions increase higher-order learning by requiring them to analyze information, connect seemingly disparate concepts, and articulate their thoughts. 3 Indeed, questions are ubiquitous, but are the right kinds of questions -ones that promote learning, not recall -asked at the appropriate time? 4 Poor questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. 5 Effective questions asked in a psychologically safe learning environment support student learning by probing for understanding, encouraging creativity, stimulating critical thinking, and enhancing confidence. 6 The art of asking the right questions at the appropriate time is not innate. 7 Bloom's taxonomy of learning categorizes cognitive levels into several domains. 8 Questions that elicit responses in the knowledge, comprehension, and application domains are frequently considered lower-order questions, while questions in the analysis, synthesis, and evaluation domains are considered higherorder questions. 9 Higher-order questions elicit deeper and critical thinking; therefore, teachers are encouraged to ask questions in these domains (Table 1). 2,[10][11][12] This does not mean that lower-order questions should not be asked. It is appropriate to ask questions to address all cognitive domains as long as the desired learning outcome is kept in mind and a good mix of questions is used during each teaching session. 2 Given that the learning objectives in most courses in graduate and professional degree programs are often intended to stimulate high ord...

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Section: Wait Timementioning

confidence: 98%

Section: Wait Timementioning

confidence: 99%

Section: Wait Timementioning

confidence: 99%

See 1 more Smart Citation

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Tofade

Elsner

Haines

2013

American Journal of Pharmaceutical Education

258

221

View full text Add to dashboard Cite

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“…Defined as the silent duration between a teacher elicitation and student response, research suggests that by extending their silent wait time after solicits, teachers can improve the quality of classroom discourse and combat student non-responsiveness (Rowe 1986;Shrum 1985). In a recent mixed methods investigation into instances of wait time within a UK university second language classroom, Smith and King (2017) discovered that wait time played an intricate role in shaping classroom discourse patterns, with extended wait times of more than 2 s in length working to temporarily shift discourse out of a rigid Initiation Response Feedback (IRF) pattern (see Sinclair and Coulthard 1975) into a new, more student-driven phase.…”

Section: Silence In Educationmentioning

confidence: 99%

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

King

Aono

2017

Asia Pacific Educ. Rev.

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“…More and more students participate in responding. Furthermore, students ask more questions and talk more to other students [6].…”

Section: Research Resultsmentioning

confidence: 99%

On the Quantity Analysis of Classroom Teaching Behavior between China and America: A Case Study

Zhao¹,

Peng²

2016

Proceedings of the 2016 International Conference on Humanities and Social Science

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Abstract. China and America all pay high attention to classroom teaching. However, the persons they cultivate are different in both talent and abilities. What exact difference of classroom teaching behavior does there exist between China and America? So, in the paper, two lessons are chosen from Netease Website. One is American philosophy lesson and another is Chinese philosophy lesson. Furthermore, from multiply aspect at the microcosm level, we analyze quantitatively them by FIAS in order to clearly know essential difference of classroom teaching between China and America.

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Wait Time: Slowing Down May Be A Way of Speeding Up!

Cited by 345 publications

References 19 publications

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Talk, silence and anxiety during one-to-one tutorials: A cross-cultural comparative study of Japan and UK undergraduates’ tolerance of silence

On the Quantity Analysis of Classroom Teaching Behavior between China and America: A Case Study

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