Note to accompany slides – WAIT TIME
General
These slides are from a staff development presentation of two plus hours depending on how much discussion is included. The emphasis was on the process of questioning.
Slide one (The presentation was done in a Learning Styles format – you may well want to discard this slide)
This explains the Perceptual learning styles (Dunn and Dunn model) used. As always the kinaesthetics are the most difficult. When PMI discussion were used later, the groups moved from their tables to use newsprint attached to the walls or they could have moved to sit on the floor as a kinaesthetic style.
The final part of the slide (Importance of analytic and global titles)refers to the need to get the audiences attention by, in this case, using their learning style. In the Dunn and Dunn model there are two general learning styles. Analytics want detail, pretty much the literal meaning while globals respond more to humour or an off beat introduction
The progression through the slide is with clicks.
Slide two and slide three
These slides are global and analytic introductions to get attention, but also to indicate the topic, and perhaps to link to past knowledge.
They will come up on a click at the end of the previous slide
The illustration with each slide comes up automatically after a three second delay.
Slide Four
Slide four will come up on a click at the end of the previous slide with a photo of Mary Budd Rowe who pioneered wait time with her 1960’s research. She was an American science teacher, a science advisor in Colorado and then to the University of Florida and later a visiting professor at Stanford. She was working on improving science inquiry in schools and did this by researching how teachers asked questions.
On a click a visual organizer comes up with the findings.
Slide five
This will come up with a click at the end of the previous slide.
When it is clicked on again the first section comes up and then the second section in 0.9 seconds, the third in 3 seconds and the fourth in 1 second so it gives a real time feel to the points above.
When fleshed out this meant that students tended to let the teacher do the thinking, questions are low level, only a few in the class answered, the answers are superficial, and students are dependent on teacher approval
Slide six
This will come up on a click at the end of previous slide. This is Mary Budd Rowe’s solution to the questioning she found being used and involved wait time.
Progression round the slide is with clicks.
After the bubble “With calling on someone else to respond” two details will appear on the left. These will disappear when the fourth slide is clicked on.
The final click brings up the broken line back to the start to indicate a system.
Slide seven
This will come up on a click at the end of previous slide. This is De Bono’s positive, minus, and interesting. I use newsprint (Butcher paper) and felt pens for groups to work with. The work is done in groups either at tables, on the floor, or standing round the paper on a wall (especially good for kinaesthetics). Divide the paper into a chart and record results.
The aurals get a chance to talk, the visuals to see the chart, the kinaesthetics to move round as they talk and listen especially if it is a variation on the four corner wall concept, and tactuals should be the scribes.
The discussion phase will take up to 30 minutes and then each group reports back.
When groups report back there is an opportunity to practice the wait time by after the group has reported pausing, then saying, “Let’s think about …(an item on their list), pausing, then calling on someone to answer, after their answer pausing again and asking someone to agree or disagree etc etc.
Slide eight
This will come up on a click at the end of previous slide. This comes from Art Costa and is called triad response because the model is for three students to become involved. Three is there for the purpose of the model and getting started. It is not a magic number and can be varied. Depending on the educational objective it may be just one answer and then move to the next question but still using wait time.
State that this is the model of what was just done when discussing aspects of the PMI
Click thru the progressions. The coloured buttons within the frames will take you to other slides and the buttons in those slides will return you to this one.
The red button takes you to paraphrase – At the beginner stage just the main idea will do. Add the detail as the concept becomes part of the classroom routine/ritual. The red button on this slide takes you back to the main slide (8)
The next click on the main slide brings up evidence required. To help get this prompts may be needed on the classroom walls e.g. “because” or “on the other hand”
Progress through the slide by clicking until “Teacher summary” and click on black button. Charles Handy is a well known English futurist, and business guru. This also refers back to the point in slide 5 about the teacher doing the thinking. To quote Pat Wolfe “Remember that the person doing the work is the one growing the dendrites”
Click on the red button to return.
Click for remainder of slide the last part being the broken line at the end which suggests a system.
Click on the turquoise button on left to get to next slide(slide 11) takes you to slide eleven
Slide eleven
Is straight forward and as you click the Habits of Mindthat are featured here in wait time are revealed. You may wish to adapt these to your schools needs or development stage, or emphasis, in which case you may only opt for oen Habit here.
Slide twelve
This is a further PMI. Focus here is on the triad idea, or the Habits of Mind involved or….?.
Slide thirteen
This will come up on a click at the end of previous slide.
It is simply to introduce the importance of the students knowing what is going on and therefore owning the process
Slide fourteen
This will come up on a click at the end of previous slide.
It is simply to illustrate the sort of poster that could be on the wall to show students the process. Note the use of illustrations which are designed to help the brain process the information. The bird is a NZ native pigeon. To process the idea further groups could discuss the relevance of the illustrations.
Slide 15
This will come up on a click at the end of previous slide and is just a variation for a poster layout, in this case using Thinking Maps. The second example comes up on a click.
Slide 16
This will come up on a click at the end of previous slide.This slide is more advanced and the implementation may need to be wait until wait time is part of the normal class/school routine/ritual
Each section comes up on a click.
The first section (for those with some knowledge of Gardner’s Multiple Intelligences) is to cater beyond the verbal linguistic intelligence).
The second section is the need for all students to be processing the information in readiness to be called on – this keeps them on task and expectancy high.
The third section is a reminder that the teacher is not to be dominant.
At this stage each of these three points is suitable for at least a table discussion, even a further PMI.
Slide 17
This will come up on a click at the end of previous slide.
Revealed on the click are the three rules that I suggest. Discussion at this point on the first rule – no hands up – may be worthwhile especially if no discussion was done on the previous slide.
A second click (and thereafter a series of clicks) will allow for a run through of the process using wait time as the discussion topic. This is designed to move the process from the theoretical to the practical practices of the classroom. It is a practical wait time exercise to be done section by section.
Slide 18
This will come up on a click at the end of previous slide.
It involves the three major research findings – each will come up on click.
The second section has a red button – clicking on this takes you to a slide with the new Bloom (Lorin Anderson’s revision) on it and a sample of the sorts of questions at each stage.
At the end of this slide click on the red button which takes you to a slide with a simple diagram to illustrate how this leads to higher level thought system.
Click on the red button at the end of this slide and you are back with slide 18 and continue to click through
Slide 19
This will come up on a click at the end of previous slide.
This shows a more detailed list of the research findings
Slide 20
This will come up on a click at the end of previous slide.
This brings in a recent piece of supporting research on the need to reduce impulsivity which wait time does.
Slide 21
This will come up on a click at the end of previous slide.
This also brings in a recent piece of supporting research on the need to wait while a response is thought through.
Slide 24
This will come up on a click at the end of previous slide, and is a sort of summary statement!
Slide 25
This will come up on a click at the end of previous slide.
After viewing the cartoon a click will bring up – REINFORCE - It is designed to remind teachers of the need to keep students aware of how they are doing and the importance of reinforcing the learning..