1. Betty Flurry Great Expectations Instructional Coach
As an educator I was in the classroom for 27 years. I have taught grades K-8 with the exception of first grade and have taught at the college level.
Today’s webinar is titled Increasing Student Responses.

2. Increasing Student Responses
What is your goal in lesson planning? Is your goal to increase student responses? Is it to ignite learning through questioning, projects, or discussions?
Educators know when students are actively engaged.

3. Ferris Bueller's Day Off
You may have enjoyed seeing the movie Bueller’s Day Off. Let’s take a look at students responses/reactions. How much time have you set aside for lesson reflection?

4. What criteria can be used to evaluate a lesson’s effectiveness?
Is the lesson framed for buy-in?
* Questions - Student generated
* Stories
* Current Events
* Digital Media
* Cooperative Structures
When learners know the unit/lesson/topic before the lesson is introduced. Students can use Post Its to write questions and post. This could be a great hook for buy-in Other hooks for buy in include: Stories personal or connections to literature. Connecting Current events. Learners respond to pre designed questions using digital media. Questions might be Did you know there are. …..Learners respond digitally. Cooperative structures provide opportunity for all to respond. Ball toss structure could be used for review. An interesting or intriguing hook can do wonders for lesson buy-in.

5. * Gallery Walk (visual or written)
Is there movement?
* Whole class non-verbal response e.g. thumbs up
* Gallery Walk (visual or written)
* Learners stand to read and/or discuss objective
Is there shared dialogue? (Ratio of teacher talk vs. student talk)
Evaluate Lesson Effectiveness
Unit is NE US-Thumbs up if you have traveled to the Neastern part of the US-Thumbs up if you would like to travel to the NE Section?
Gallery Walk includes movement. Learners view visuals to gather information or take notes for lesson effectiveness. Last bullet: set up peer review.

6. Awkward Silence Why the rush to respond? * Rescue the learner
* Uncomfortable with silence
* Feel the need to cover material
There is something about silence after a question is posed that creates moments of awkward silence.

7. Wait Time Investment
The average teacher waits less than a second between asking a question and calling on a student for an answer.
Wait Time 1:
the amount of time you give students to think of the answer and raise their hands or follow procedure.
Wait Time 2:
The amount of time the learner is given to answer.
Notice the clocks time is at a standstill. Read first bullet. Did you find something unusual or shocking? Read next two bullets. Think about including wait time when a student poses a question.

8. Goal: Quality Response and Opportunity for Reflection
Anna Neagle
If your goal is to have quality responses and provide reflection time you know what you are waiting for by building in wait time.
Goal: Quality Response and Opportunity for Reflection

9. What is Your Expectation for Learner Response?
all will respond
most will respond
few respond and the lesson can move on
the same ones will respond
Evaluate your expectation for the number of students responding. Learners will rise to our expectations.

10. How can quality responses increase?
Set the Procedure
Question is posed
Silence is initiated
Wait Time begins
Wait time begins when silence is initiated.
Learner Responses are given

11. Amount of Wait Time Varies…
5-7 seconds average amount
provide additional time when higher order questions are posed….
Silent reflection time may involve more questions or new thoughts
Up to 15 seconds may be needed
Multi faceted thinking and processing requires more time. Reflection time requires higher order thinking. What am I waiting for?

12. Teaching Students About Wait Time
In this classroom, the Educator teaches her students about wait time. Procedure is in place. 1st step-Think about your answers before you say them. 2nd Step-Have you thought about your answers? 3rd Step-If you need use 5-10 seconds before answering. 4th Step Take your time -We will wait.

14. How to Ensure Wait Time Realize silence is okay
Have a wait time object as a reminder
Count silently one thousand one….
Use hour glass to begin process
Metacognitive Time
Recently, in a kindergarten class the teacher posed a question. Held up the Metacognitive Time Bubble by the handle. Learners were silent and waited to respond. Next bullet: Ensure wait time by counting one thousand….Remember the average wait time is 5 to 7 seconds. Hold an hour glass or show one electronically.

16. Additional Strategy
Remind students of possible resources or recognize students using iPads, texts, or those pursing their notes.
Before signaling wait time remind students of possible resources or recognize students who use resources such as iPads, those referencing texts or using their notes.

17. How can an educator increase the number responding?
Brain Compatible Strategies include:
Alternating focus- diffusion learning
Change learner states
Learners share choice and responsibility
Direct teaching or continuous information gathering requires focus. The brain makes every effort to make connections. When students are allowed to share information orally or write about the topic diffusion takes place. Another method is to pause and allow students to a stretch break. This is also a good way to allow the brain time to re-energize to receive or work with additional information. Too much too fast won’t last. Examples of Changing learner states includes giving the students the opportunity to stand to find the page number, to read the first sentence, or to move to another part of the room to receive information. Agailn the brain is refreshed by the movement. Choice is a brain friendly technique for teams to determine how the assignment will be presented.

18. Strategies for Increasing Responses
Provide positive feedback when appropriate. ... 01
Use teaching strategies that provide an opportunity for equal participation…. 02
Set realistic goals for each student. ... What can they do? What can they do better? 03
Use visuals…. 04
#1Recognize the learner’s effort when feedback is given. “I see you are headed in the right direction.” #2 Rotate students’ duties during cooperative learning opportunities. #3 Speak with the reluctant student before calling on him. Ask him if he is feeling confident to answer? How can I help? #4 Consider learning styles in lesson design. Include visuals for the visual learner, opportunity to read to self for the auditory learner, kinesthetic and tactile learner may need an object to process.
Strategies for Increasing Responses

19. Student Engagement and Responses Increase When…
Students are provided opportunities to create questions
Interest is shown in student answers
Students are given opportunity to respond to classmates ideas/questions
The teacher leads students to a stronger answer if or when there is a need
Bullet two --teach the importance of having a threat free environment. Remind learners to support classmates. Preface the expectation: We will not laugh at or make fun of a person’s mistakes or use sarcasm. Bullet Three: Before responding to classmates questions consider given or using the wait time procedure. Bullet 4—Scaffold the question as needed.

20. What to do when no responses are offered….
Repeat the question
Rephrase the question
Break the question down into parts
Make the question more specific
Break the question down into parts can be chunking the question.

22. In Summary….
This session included multiple strategies for increasing student responses.
Visit our website at
Continue to evaluate your lesson effectiveness and use of wait time.
Thank you again for being part of this webinar.
Posted along with this video will be the handouts for wait time.

23. Sources Cited: Fogarty Robin, Brain Compatible Strategies
Jensen Eric, Brain-Based Learning
Teachervision.com
Great Expectations Methodology Manual.

26. Produce A More Quality Response
Wait Time
Produce A More Quality Response
Offers Opportunity for Reflection

28. Power of Silence

30. Questioning Techniques