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Teachers should ensure they are providing students with equitable student engagement through consistent and inclusive questioning practices.

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Restating a question in simpler or shorter terms.

Determine size of collaboration groups (2 or bigger)

Hints can be verbal or visual.

Keep them busy and thinking if they opt out.

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Teachers must create a safe to fail environment, by having strong guidelines and expectations for students responses. Students should not be shamed (by peers or teachers) for answering questions incorrectly, but should be acknowledged for their contributions. Incorrect answers can still be scaffolded or students can have opportunities to think and try again. By having clear expectations about respect towards others, students will feel safe to respond and other inappropriate/off task behaviors will be minimized.

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Create complex questions so students analyze information.

Ask frequent questions of your reluctant readers

Encourage your reluctant readers and assist them on the more complex questions.

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Teacher always acknowledges appreciation for sharing of ideas whether they are correct or need to be clarified/changed/adjusted.

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Response opportunities should be given equally to all students, whether they are reluctant learners or constant volunteers who know the answers. Letting students know your expectations of participation and answering questions allows all to be prepared for responses. There are many strategies, both individually and in groups, for students to think about and prepare their responses.

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Teachers need to be mindful of the levels of questions they ask their students! In order to teach kids to analyze, evaluate, and making inferences, teachers must create complex questions that require these things of students. One effective way to ensure students are exposed to complex questions is by using the questioning sequence strategy.

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Teachers can accidentally discourage reluctant learners from participating by responding poorly to inappropriate reactions/answers. Instead, teachers should try to cull inappropriate responses, thereby creating an environment where reluctant learners aren’t afraid to contribute or ask questions. Teachers can try things like rephrasing questions to give students a second chance to answer, enforcing consequences for students who make negative comments about others, and explaining why an answer is incorrect instead of simply ignoring or moving on.

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All students should have equal opportunities to respond and students should know that their teacher expects everyone to participate.

Teachers can call on students without their hand raised or use popsicle name sticks to randomize calling names.

Use group strategies such as jigsaw, table groups, etc.

Individual strategies include calling on a student for an answer and then asking another student to elaborate or respond to the 1st person's answer, or exit tickets.

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To encourage reluctant learners try to keep your reactions positive --smile, make eye contact, thank them...... Avoid using negative inappropriate reactions like ignoring student....which inhibits learning.

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Teachers use some type of system to track which students have been asked a question or which students have responded to questions.

Interesting Extension: Developing a structure to allow those students who answer questions often a way to express themselves even if they are not called on as frequently.

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Ask questions beyond simple recall

Questioning sequences are more effective

4 phases of questions:

Detail questions

Category questions

Elaboration questions

Evidence questions

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If students are having trouble answering questions, the teacher can:

1. Restate the question

2. Have the student collaborate with a peer

3. Give the student a hint or a cue

4. Let the student opt out (if the student chooses to opt out, teachers must follow up with the student by asking a different question or having a one-on-one conversation)

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Use different types of questions that build upon each other to guide comprehension, inferencing, and evidence. Have in place different ways for students to participate in answering questions and engaging.

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All students have the opportunity to answer questions. Can be asked in various ways.

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Equal chances for volunteer students and reluctant learners

A variety of individual and collaborative approaches to get reluctant learners involved

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All students should be given opportunities to respond to questions and be expected to participate in q/a activities. Teachers should use strategies to get everyone involved by giving wait time, using “low risk” activities where reluctant answer-ers feel comfortable in groups and on their own.

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To encourage reluctant responders to participate teachers should affirm ideas and comments and thank students who answer (even incorrectly). If an incorrect response is given, teachers should acknowledge correct parts, explain how the incorrect one can be correct, and state the question the incorrect response answers. This takes the pressure off bring right or wrong and places the emphasis on trying.

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If a student is unable to answer the question, then restate it differently to see if they can answer it. Maybe try think, pair, share to see if a partner can help explain the question and see if they can possibly answer it that way.

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Seems to prioritize fairness or an even amount of torture (depending on how the student views it) over trying to avoid embarrassing the students.

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Avoiding Inappropriate Reactions

Inappropriate reactions can be minimized by setting expectations and boundaries prior to asking questions, especially for incorrect answers.

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Teachers should call on students randomly rather than just the ones raising their hands. Focusing on these specific students allows the teacher to ensure that they are being asked to respond, and the students can then expect to be called on more often.

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Teachers ask complex questions regardless of whether or not the student will need additional help with answering. These questions should require students to analyze, evaluate, infer, etc. students need to be able to explain their answers. Teachers can either break down the question for a struggling student, and can even extend it for students who may be ahead.

In order to make sure students are exposed to in-depth questions, teachers should have the four phases 1) detail questions 2) category questions 3) elaboration questions and 4) evidence questions. These sequences can either be used over a small amount of time, or stretched over a longer period of time.

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Avoiding Inappropriate Reactions....

-Keep the experience positive, no negative responses from teachers or peers

-Establish expectations

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Using at least a three-second wait time in the classroom for student responses provides students a chance to think through their answer, think about support for their answer, and think it through for errors.

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Follow up questions:

The teacher should try different strategies: restate the question, encourage the students collaborate with one another, give hints or cues using media, or let the students opt out temporarily (but come back to them later)

The student should answer the questions correctly (now or later)

Track these using a chart of the strategies listed above and student names

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Teachers should make sure the student understands the question along with having the knowledge base to provide a correct answer. Hints and clues paired with peer collaboration can present the question in a new way and/or give the student a different way of answering the question.

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When students participate/answer questions, thank them, even if they get the answer wrong. If an answer is in-part incorrect, tell them what they got right and how to make the entire answer correct. If the entire answer is wrong, but answers another question, tell them that question.

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Teachers acknowledge a student by thanking them for participating no matter if the answer is correct or incorrect. Supporting those students who give incorrect by asking that student to rephrase by repeating it correctly.

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Ask questions of all students at the same frequency so no one can opt out

Allow students to collect thoughts before answering. They could share with a partner or summarize what their friend said.

Those who answer frequently an opportunity to answer in another way. Think about online responses.

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Students must have evidence to back up a claim. Checking facts and data for accuracy can prove or disprove a claim.

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Students must give further explanation for a claim for his/her answer. Even when the teacher has low expectations.

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Pause for at least 3 seconds after a question and after the student answers the question. Suggestions are made concerning what the teacher could be doing during wait time.

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Ask reluctant learners to answer the same amount as your high-expectancy students

Give think time so students have a chance to formulate an answer before responding

Let them know they will be called on

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Polling technology like padlet allows students to respond in their own time. Waiting gives students time to think and process. Make eye contact and move about to judge engagement.

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Question Levels discussed the process of having students respond to more complex level questions that require some “why” behind their responses. It also discusses scaffolds teachers can apply to support this deeper level thinking:

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This is a three-second time frame within which students can think to answer a question from the teacher and/or within which students can formulate support for the correct answer to a question. It’s also a time frame all students should give their peers who pause in giving an answer to the question on the floor. The resource gives us ideas for how to make the three-second time less “awkward” for all.

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Getting any reluctant learner to respond can be difficult at best. Letting students know at the beginning of all classes that you do have an expectation of hearing from everyone can possibly help ensure all learners have the opportunity to respond. Tracking students is a quick, easy tool to not only help reluctant learners but also quell some of the continuous responders to not constantly shout out or give others an opportunity to respond. Go Mizzou. Beat Kansas.

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Teacher ensures all students are fairly call on to respond by having a system for tracking frequency who has been called upon to share their response. Can utilize structures to support all students to share their response before calling on. This allows students to describe the classroom as a place which teacher expects all to participate and ensures equitable opportunities to answer questions.

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Follow-up questions allow teachers to scaffold for each student's needs. If a student struggles with the original question, then the teacher can simplify the question or add in hints and/or cues. Alternatively, if a student answers the original question quickly and confidently, the teacher can follow up with a more in-depth or higher level question.

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Keeping track of the frequency of students response to questions. Randomizing those called on instead of those who raised their hands Reluctant learners might be asked to be called on more often. A chart is provided to enable easy tracking of student responses.

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Ask student to justify and provide appropriate and relevant evidence to support claims. Teach that are different kinds of evidence and it needs to be sufficient and relevant to justify a claim. Create an anchor chart to illustrate “Claim” and “Grounds” so they can see each claim has evidence to support it.

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Follow up questioning is a method of using rephrasing, leading questions, asking a friend for hints or a temporary opt out for a student having trouble answering a question.

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All students receive equal response opportunities through name generators, polling technology, partners, exit slips, or another strategy. It is expected that the teacher will call on all students equally.

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Equitable distribution of opportunities to answer a question by offering think time, expecting all students to mentally prepare an answer even if they don’t raise their hand, using random name generators, as well as making group response and individual response strategies the expectation for all.

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When a teacher feels awkward during wait time do this:

1.Count

2. Make eye contact

3. Move/Walk

4. deep breaths

5. Scan for engagement

6. Think of three good answers

7. Think of hints to give if students answer incorrectly

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The teacher keeps track of which students have answered and what depth they’ve answered with. it is random most of the time but teacher can circle names on seating charts to make sure they are questioning reluctant students.

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Students recognize the high expectations and consistent encouragement provided by teachers during all aspects of classroom questioning. Teachers acknowledge and praise student participation, including their questions and contributions, and skillfully reframe incorrect responses to guide learners toward deeper understanding and accurate conclusions.

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Encouragement

This section was about encouraging students when answering questions. When talking with students, it's about thanking them for answering the question, correct or otherwise, and when students give an incorrect answer, still thanking them, but shifting their perspective just a bit when giving the correct answer or calling another student to do so.

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Wait Time allows students time to process. Three seconds at a minimum is recommended. This applies to the time immediately after a question is asked, and also if they pause for further processing.

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Acknowledge any correct portions of student responses and give feedback on parts of their answers that were incorrect.

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Make sure to call on all students not just students who raise their hand. Track how many times they have responded in class with a convenient name list etc. Let students know this will be the norm in class that all students must answer questions.

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Teachers require all students to provide sufficient and relevant evidence to back up their claims when answering questions.

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Students need a procedure knowing they need to wait 3 seconds between each answer.

Teachers also need to provide this wait time to encourage processing times.

There are strategies for teachers who feel awkward waiting. This gives time to process, and gives kids (reluctant answerers) time to answer and think.

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Through encouragement a teacher can provide positive feelings to reluctant learners about participating in class. ALL students feel like they can try with encouragement, but corrections allow for a growth mindset from all students reluctant and otherwise.

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All students must be given the opportunity to give evidence to support their answer. All claims must gave sufficient grounds and backing. These make explicit connections and shows if their answer is well supported.

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When you ask a student a follow up question and they don’t know the answer some strategies the teacher can use are restate the question, collaborate with others, give hints or clues or other examples, or let the student temporarily opt out.

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Teacher expects every student to provide evidence and/or support for responses/claims. Teacher expects every student to explain their reasoning. Even reluctant learners are asked.

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Follow-up questioning is when a teacher asks questions or reframes information when a student is struggling to answer a question. For example: if a student can’t answer the traits of a character, a teacher might reframe it as “how does this character’s personality compare to another character?”

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Teacher calls on students randomly, tracks students who have answered a question, and is intentional about focusing on students to ensure responses. This leads to students who prepare an answer mentally to all the questions the teacher asks.

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Teachers can restate questions, have students collaborate, give hints, or allow students to opt out temporarily if the student is having trouble answering a question.

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Acknowledge any part of a student's response that was correct, and help rephrase any incorrect parts. Give credit to the student for their response and thank them.

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All students give evidence, provide back for their evidence, and explain inferences for an answer to a question.

May require additional support from teachers in the form of possible answers ( idea: sentence stems), or prompts for extending thinking with additional evidence.

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Teachers should wait at least 3 seconds after asking a question before allowing answers. Students who are answering should be given at least three seconds to gather their thoughts if they pause.

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Allow a couple seconds to let students process the question/problem. Allow For a few seconds to pass between student answers. Develop a system that can cue that wait time like counting down on your hand.

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Create questions prior to teaching that reach all learning levels.

Ask many questions

Have different strategies for answering questions apart from cold calling

Praise the parts they get right or relate it to something as the educator

Summarizing a peer is excellent!

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Teachers provide encouragement by thanking each student for a response and identifying correct/incorrect portions of their response. Then, rephrase incorrect portions to adjust.