A New Rhythm for Responding

Autor/inn/en	Walsh, Jackie Acree; Sattes, Beth Dankert
Titel	A New Rhythm for Responding
Quelle	In: Educational Leadership, 73 (2015) 1, S.46-52 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Classroom Techniques; Discussion (Teaching Technique); Thinking Skills; Student Participation; Student Reaction; Questioning Techniques; Intervals; Barriers; Program Implementation; Educational Practices; Educational Strategies; Change Strategies; Teaching Methods; Cognitive Processes; Teacher Response; Time Perspective + Suchen Sie Ihr Suchwort? Klassenführung; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerkritik; Befragungstechnik; Fragetechnik; Bildungspraxis; Lehrstrategie; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Lehrerkommentar; Zeitbezug
Abstract	The authors have seen an inspiring phenomenon in certain classrooms--students thinking through their answers to teacher questions, responding thoughtfully to other students' answers, even self-correcting or providing more information after they've answered a teacher aloud. The strategy behind these student actions is a skillful use of "wait time"--a 3- to 5-second pause held after a teacher poses a question and before any student answers (wait time 1) and after the chosen student answers but before the teacher or a peer chimes in to respond (wait time 2). Although much research has supported the effectiveness of using both wait times, and many teachers are aware of this practice, it's underused. Walsh and Sattes discuss what they've heard from teachers about barriers to implementing wait time--which these authors prefer to call think time--and suggestions for overcoming those barriers. Discussing the concept of think time openly with students and helping challenge students' beliefs about the purpose of teacher questioning are among their suggestions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01