200

1. Random Response Opportunities Wait Time Higher Order Thinking Skills Individual Helping Probing and Delving 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500

2. One way to ensure more equitable response opportunities is to do this.

3. What is to stop calling on students who raise their hands?

4. They may feel ignored.

5. Who are students who have few opportunities to respond?

6. Numbered heads.

7. What is a random response strategy?

8. When working it small groups, it’s the last role to be assigned.

9. What is the reporter?

10. This avoids long, drawn out whole group reporting which can become boring and tedious

11. What is the “be additive, not repetitive” rule?

12. Typically, less than or about one second.

13. What is the amount of time most teachers give for student responses?

14. Inventor of the concept of "wait-time" as an instructional variable.

15. Who is Mary Bud Rowe?

16. It’s characterized by a 3 or more second period of uninterrupted silence that teachers deliberately take to consider what just took place.

17. What is teacher pause-time?

18. It’s the optimum period of silence that should follow teacher questions and students' completed responses.

19. What is 3-5 seconds?

20. The number of volunteered, appropriate answers by larger numbers of students greatly increases.

21. What happens when teachers use 3 seconds of wait time?

22. More often, they are asked recall questions.

23. Who are lower achieving students?

24. They cause thinking.

25. What are questions?

26. Creating a classroom atmosphere that is conducive to higher order thinking.

27. What is one way that teachers can foster higher order thinking skills in their classrooms?

28. If low achieving students are consistently asked low level questions, they are being denied this.

29. What is equal access to the curriculum?

30. He created a taxonomy for categorizing levels of thinking.

31. Who is Benjamin Bloom?

32. Establishing a safe environment that encourages risk taking and questioning are critical to this.

33. What is providing equitable individual help?

34. Some students may be too embarrassed or confused to pursue the teacher’s attention and may miss out on this.

35. What are opportunities for gaining understanding through questioning?

36. Teachers tend to most often direct their attention to these students.

37. Who are students perceived to be engaged in their work?

38. By getting to know their students on a personal basis,teachers can create these.

39. What are classrooms that encourage students to ask questions?

40. Teachers can make it safe for everyone to ask questions by validating this.

41. What is the worthiness of all questions?

42. Research suggests that these students are more apt to be the recipients of teacher probes.

43. Who are high achieving students?

44. Seeing their teachers make a special effort to help them can enhance this.

45. What is students’ self-confidence?

46. When they do not respond, teachers are more likely to move on to another student than to offer assistance to answer.

47. Who are lower achieving students?

48. Probing is especially important for these students who may have begun to doubt their own capabilities and withhold effort.

49. Who are lower achieving students?

50. “Tell me more about…” and “What criteria did you use to…?”