https://padlet.com/slinneman/47106sd54xil Element 40 en-us 2017-10-06 20:47:34 UTC 2025-12-26 15:30:40 UTC hello@padlet.com slinneman https://padlet.com/slinneman/47106sd54xil/wish/194853678 Below are strategies associated with asking questions to low-expectancy students as often and at a similar difficulty level as high-expectancy students.]]> 2017-10-06 20:49:07 UTC https://padlet.com/slinneman/47106sd54xil/wish/194853678 slinneman https://padlet.com/slinneman/47106sd54xil/wish/194853938       a.) Use a polling website and clickers so students feel as if they can all answer the questions asked and then use that data to start a discussion over the topic. 
      b.) Use a random name picker like Team Maker to choose who to call on. This makes it seem fair when students are called on and keeps everyone awake and aware during the lesson.]]> 2017-10-06 20:50:44 UTC https://padlet.com/slinneman/47106sd54xil/wish/194853938 slinneman https://padlet.com/slinneman/47106sd54xil/wish/194854488 Teachers ask probing questions to prompt students to elaborate on how/why they answered the way they did. (Doesn't matter if it is a high or low-expectancy student). Again, use a name generator to call on students. ]]> 2017-10-06 20:54:19 UTC https://padlet.com/slinneman/47106sd54xil/wish/194854488 slinneman https://padlet.com/slinneman/47106sd54xil/wish/194855026 Teachers need to pause for a number of seconds after asking a question so students have time to process the question and come up with a well-thought-out answer. 
One way to do this is using different polling technologies, specifically one with a self-paced mode to allow students who are ready to answer quickly to go ahead and answer, but also give lower-expectancy learners a chance to think. This allows tracking of time spent answering questions so teachers can track the response rate time.]]> 2017-10-06 20:58:01 UTC https://padlet.com/slinneman/47106sd54xil/wish/194855026